Subject Core Competencies and Curriculum Change in China: A Perspective of Discursive Institutionalism

• In Event: Autonomy, Inclusion, and Fostering Participation: Voice and Agency in Curriculum Policy

Abstract

As competencies become one of the major discourses adopted in the international and national curriculum documents, a significant question was raised on how to define the role and place of core competencies within the curricula and how relevant are competencies with subject content. Introducing the term of “subject core competencies”, this study aims to interpret how China as a showcase incorporates core competencies into its national curriculum design by aligning subject core competencies with educational goals, curriculum content, curriculum implementation, and assessment. This study further adopts the ideas of “discursive institutionalism” to justify the invention of subject core competencies and their roles and places in the curriculum system. China’s approach might provide a framework guiding the curricular integration of core competencies.

Authors

• Tao Wang, East China Normal University

• Guanyi Chen, East China Normal University

• Shuangye Chen

• Yunhuo Cui, East China Normal University