Knowledge and the future of the curriculum international studies in social realism
Machine generated contents note:1. Introduction: Knowledge and the Future of the Curriculum; Elizabeth Rata and Brian Barrett2. Social Realism and the Problem of the Problem of Knowledge in the Sociology of Education; Rob Moore3. On the Powers of Powerful Knowledge; Michael Young and Johan Muller4....
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | UnknownFormat |
| Sprache: | eng |
| Veröffentlicht: |
New York u.a.
Palgrave Macmillan
2014
|
| Schriftenreihe: | Palgrave studies in excellence and equity in global education
|
| Schlagworte: | |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
Tag hinzufügen | Zusammenfassung: | Machine generated contents note:1. Introduction: Knowledge and the Future of the Curriculum; Elizabeth Rata and Brian Barrett2. Social Realism and the Problem of the Problem of Knowledge in the Sociology of Education; Rob Moore3. On the Powers of Powerful Knowledge; Michael Young and Johan Muller4. Powerful Knowledge, Esoteric Knowledge, Curriculum Knowledge; John Beck5. 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 Barrett7. The Missing 'Voice' of Knowledge in Knowledge and Skills; Chris Corbel8. Pathways to Powerful Knowledge: A Case for Music's 'Voice'; Graham McPhail9. 'Neither Existence nor Future': The Social Realist Challenge to School Geography; John Morgan10. Powerful Knowledge in History: Disciplinary Strength or Weakened Episteme?; Barbara Ormond 11. Sequencing Rules as a Condition of Knowledge Structure; Jeanne Gamble12. Building Knowledge: The Significance of Semantic Waves; Karl Maton13. Practical Knowledge of Teaching: What Counts?; Yael Shalem and Lynn Slonimsky. "Knowledge and the Future of the Curriculum: International Studies in Social Realism is about the central purpose of schooling - to provide students with equitable access to powerful curriculum knowledge that is ultimately capable of taking them beyond their experiences. This collection presents a social realist understanding of the role of knowledge as a progressive option in support of social and educational justice. It moves beyond mere critique by offering a rationale for determining what should be taught and how it should be taught. It is an account justified by a theory of knowledge that acknowledges both its social location and its emergent and objective properties. Each chapter argues in creative and innovative ways for a curriculum and pedagogy that will enable all students to access powerful knowledge"-- |
|---|---|
| Beschreibung: | Literaturangaben |
| Beschreibung: | XXI, 238 S. |
| ISBN: | 9781137429254 978-1-137-42925-4 |