Knowledge, Curriculum and Equity: Social Realist Perspectives

ISBN-13: 9780367594879 / Angielski / Miękka / 2020 / 240 str.

Brian Barrett; Ursula Hoadley; John Morgan

Opis

Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third in a series of symposia on the 'social realist' case for 'knowledge' in the educational curriculum. The strengths and gaps of the approach are identified and there is critical recognition of the need to incrementally extend the theories

Spis treści

Foreword From ‘social realism’ to ‘knowledge in education’ Michael Young

Chapter 1. Introduction: social realist perspectives on knowledge, curriculum and equity John Morgan, Ursula Hoadley and Brian Barrett

 

Section 1. Knowledge, curriculum and the social realist project

Chapter 2. Connecting knowledge to democracy Elizabeth Rata

Chapter 3. For knowledge – but what knowledge? Confronting social realism’s curriculum problem John Morgan and David Lambert

Chapter 4. History as knowledge: humanities challenges for a knowledge-based curriculum Lyn Yates

 

Section 2. Knowledge and the structuring of the curriculum

Chapter 5. A theoretical model of curriculum design: ‘Powerful Knowledge’ and ‘21st Century Learning’ Graham McPhail and Elizabeth Rata

Chapter 6. Pedagogic modality and structure in the recontextualising field of curriculum studies: the South African case Johan Muller and Ursula Hoadley

Chapter 7. Conceptions of knowledge in history teaching Barbara Ormond

 

Section 3. Curriculum structure and its effects

Chapter 8. Teacher change in a changing moral order: learning from Durkheim Lynne Slonimsky

Chapter 9. Delocating and relocating knowledge: the dynamics of curriculum change in Singapore Leonel Lim

Chapter 10. Recontextualisation and professionalising regions Jim Hordern

 

Section 4. Pedagogy and the structuring of knowedge

Chapter 11. Flipping the script: teachers’ perceptions of tensions and possibilities within a scripted curriculum Brian Barrett, Anne Burns Thomas and Maria Timberlake

Chapter 12. Scripted lesson plans - what is visible and invisible in visible pedagogy? Yael Shalem

Chapter 13. Pedagogic modalities and the ritualising of pedagogy Zain Davis and Paula Ensor

O autorze

Brian Barrett is associate professor in the Foundations and Social Advocacy Department and graduate research coordinator with SUNY Cortland's Urban Recruitment of Educators program.

Ursula Hoadley is an Associate Professor working in the School of Education at the University of Cape Town. Her work focuses on pedagogy, curriculum and school organisation at the primary level, and she has published extensively both locally and internationally in these areas.

John Morgan is Professor of Education at the University of Auckland. His research interests are in geographical education, the politics of the school curriculum and the cultural politics of schooling.