ABSTRACT
This chapter focuses on the curricular process of educational renewal based on deliberative partnership in teacher education and professional development within the current context of global competition and its reliance on traditional disciplinary content, school structure, external control of effectiveness and neoliberal policy. In educational systems, regulation of activities and restrictions of teacher professionalism are to be taken into account by various systems of curricular justification. Subjects are used for the specification of lesson content, learning objectives and teacher education programs. Educational systems are usually structured in complex hierarchies depending on power relations, networks and administrative responsibilities. The aspect of “serious reflection and communal decision” circumscribes the political situation of control directing the educational effects through measurements, accountability or political ideology. The ideas on neoliberalism, developed by H. A. Giroux are fundamental for understanding the orientation of an education system under market-based premises and need to be presented here in greater detail in order to illustrate curricular alternatives.
