Knowledge and the Future of the Curriculum

International Studies in Social Realism
2014. Auflage 2014
ISBN: 978-1-137-42925-4
Verlag: Palgrave MacMillan UK

Buch, Englisch, 238 Seiten, Format (B × H): 140 mm x 216 mm, Gewicht: 4336 g

Reihe: Palgrave Studies in Excellence and Equity in Global Education

This collection explores why powerful knowledge matters for social justice and discusses its implications for curriculum and pedagogy. The contributors argue that the purpose of education is to provide all students with access to powerful knowledge so that they acquire the means to move beyond their experiences and enhance their lives.

Zielgruppe

Research

Autoren/Hrsg.

Barrett, B.

Rata, E.

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein Gesellschaftstheorie
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Curricula: Planung und Entwicklung

Inhaltsverzeichnis

1. Introduction: Knowledge and the Future of the Curriculum; Elizabeth Rata and Brian Barrett 2. Social Realism and the Problem of the Problem of Knowledge in the Sociology of Education; Rob Moore 3. On the Powers of Powerful Knowledge; Michael Young and Johan Muller 4. Powerful Knowledge, Esoteric Knowledge, Curriculum Knowledge; John Beck 5. Knowledge and Democracy: The Strife of the Dialectic; Elizabeth Rata 6. Risky Business: The Marginalisation of Knowledge in American Education Reform since A Nation at Risk; Brian Barrett 7. The Missing 'Voice' of Knowledge in Knowledge and Skills; Chris Corbel 8. Pathways to Powerful Knowledge: A Case for Music's 'Voice'; Graham McPhail 9. 'Neither Existence nor Future': The Social Realist Challenge to School Geography; John Morgan 10. Powerful Knowledge in History: Disciplinary Strength or Weakened Episteme?; Barbara Ormond 11. Sequencing Rules as a Condition of Knowledge Structure; Jeanne Gamble 12. Building Knowledge: The Significance of Semantic Waves; Karl Maton 13. Practical Knowledge of Teaching: What Counts?; Yael Shalem and Lynn Slonimsky

Über Autor(innen)

John Beck, University of Cambridge, UK

Chris Corbel, University of Melbourne, Australia

Jeanne Gamble, University of Cape Town, South Africa

Karl Maton, University of Sydney, Australia

Graham McPhail, University of Auckland, New Zealand

Rob Moore, University of Cambridge, UK

John Morgan, University of Auckland, New Zealand

Johan Muller, University of Cape Town, South Africa

Barbara Ormond, University of Auckland, New Zealand

Yael Shalem, University of the Witwatersrand, South Africa

Lynne Slonimsky, University of the Witwatersrand, South Africa

Michael Young, University of London, UK