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| Kritisk läroplansanalys× | Programutvärdering× | |
|---|---|---|
| Ämnesområde | Fältmetoder | Fältmetoder |
| Familj | Process / pipeline | Process / pipeline |
| Ursprungsår≠ | 1970s–1980s | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) |
| Upphovsperson≠ | Michael W. Apple; Henry A. Giroux; Paulo Freire (critical pedagogy foundations) | Michael Scriven; Daniel Stufflebeam; Peter Rossi |
| Typ≠ | Critical qualitative research approach | Applied evaluation methodology |
| Ursprungskälla≠ | Apple, M. W. (1979). Ideology and Curriculum. Routledge & Kegan Paul. ISBN: 978-0415909242 | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 |
| Alias | CCA, critical curriculum inquiry, critical curriculum critique, curriculum critique | evaluation research, program assessment, educational evaluation, systematic program evaluation |
| Närliggande≠ | 5 | 3 |
| Sammanfattning≠ | Critical curriculum analysis examines educational curricula — their content, organisation, and underlying assumptions — through a critical theory lens. Drawing on the work of Apple, Giroux, and Freire, it asks whose knowledge counts, whose interests the curriculum serves, and how schooling reproduces or challenges social inequalities. Rather than treating curriculum as neutral, it treats it as an ideologically saturated artifact shaped by relations of power, race, class, and gender. | Program evaluation is a systematic, empirically grounded process of collecting and analyzing information about a program to determine its merit, worth, or significance. Applied across education, public health, social services, and policy, it addresses questions such as whether a program is reaching its target population, whether it is being implemented as designed, and whether it is producing the intended outcomes. It draws on both quantitative and qualitative methods and serves accountability, improvement, or knowledge-generation purposes. |
| ScholarGateDatamängd ↗ |
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