Centered around a contemporary conception of Bildung, this book effectively demonstrates how the aims of cross- and transcurricular teaching can be reconciled, resulting in a didactic framework for teaching and learning in secondary schools that can be applied internationally.
Chapters present a nuanced and unified approach to fusing theory and practice by offering accounts of some of the most promising teaching methods from leading scholars in the field of curriculum research. These methods include dialogic teaching or movement integration, transversal competences like digital or entrepreneurial thinking, and topics that call for crosscurricular approaches, like sustainability or citizenship. Addressing diverse worries and criticisms of crosscurricular teaching, the book includes international viewpoints and trends such as sustainability, citizenship, and student motivation to present a comprehensive and systematic scholarly treatment of crosscurricular didactics within the classroom. It further addresses important challenges that have been widely ignored, like how to evaluate crosscurricular work.
Ultimately, this volume makes a highly novel contribution to the field of crosscurricular didactics, and will be of interest to researchers, scholars, and academics in the fields of secondary education teaching and learning, educational science, and curriculum design. Those interested more broadly in the theory of education will also find the volume of use.
The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution- Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
1. Introduction PART 1. General theory 2. Speaking and thinking about cross-curricular teaching: Terms, concepts and conceptions 3. Rationale and aims of crosscurricular teaching and learning: For life, knowledge, and work 4. Crosscurricular work and Bildung – Empowering the students 5. Crosscurricular teacher collaboration actualizing teacher professionalism – revising a didactic model PART 2. Crosscurricular teaching, thinking and competences 6. Dialogic teaching 7. Integrating movement and physical education into subject teaching: Learning by moving 8. Fostering wellbeing competence through crosscurricular teaching: Wellbeing and skills for life 9. Mathematics beyond and across the curriculum 10. A rhizomatic approach to arts integration in literacies and literary education: Embracing unpredictability 11. Inspiring self-reflective dialogues through aesthetic learning processes: Learning by drawing PART 3. Contemporary themes calling for crosscurricular approaches 12. Analyzing domains of learning for crosscurricular teaching – Educational crafts in focus 13. Sustainability teaching: Towards an empirically grounded model 14. Climate change as a socio-scientific issue in upper secondary education: Addressing wicked problems through crosscurricular approaches 15. Education for democracy and democratic citizenship 16. Teaching for entrepreneurial Bildung in school 17. Language and literacy across and beyond the curriculum 18. Computational thinking beyond computer science 19. Conclusion
Nina Mård is Lecturer of Education, Faculty of Education and Welfare Studies, Åbo Akademi University, Finland. Søren Harnow Klausen is Professor of Philosophy, Department of Media, Design, Education and Cognition, University of Southern Denmark, and Guest Professor in Crosscurricular Education, Åbo Akademi University, Finland.
