Why Knowledge Matters in Curriculum

In starting her book from the premise that theoretical knowledge is, among other things, 'society's way ofhaving a conversation with ... Why Knowledge Matters in Curriculummakes a convincing argument that they are inescapably related.

Author: Leesa Wheelahan

Publisher: Routledge

ISBN: 9780415522007

Category: Social Science

Page: 191

View: 515


What should we teach in our schools and vocational education and higher education institutions? Is theoretical knowledge still important? This book argues that providing students with access to knowledge should be the raison d'être of education. Its premise is that access to knowledge is an issue of social justice because society uses it to conduct its debates and controversies. Theoretical knowledge is increasingly marginalised in curriculum in all sectors of education, particularly in competency-based training which is the dominant curriculum model in vocational education in many countries. This book uses competency-based training to explore the negative consequences that arise when knowledge is displaced in curriculum in favour of a focus on workplace relevance. The book takes a unique approach by using the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum. Both approaches are increasingly influential in education and the social sciences and the book will be helpful for those seeking an accessible introduction to these complex subjects. Why Knowledge Matters in Curriculum is a key reading for those interested in the sociology of education, curriculum studies, work-based learning, vocational education, higher education, adult and community education, tertiary education policy and lifelong learning more broadly.

Why Knowledge Matters

That goal was achieved best by systems that followed a long, multiyear arc of commonly learned subject matter in the elementary grades.28 In retrospect, the attempt to individualize the content of the language arts curriculum has been a ...

Author: E. D. Hirsch

Publisher: Harvard Education Press

ISBN: 9781612509549

Category: Education

Page: 280

View: 383


In Why Knowledge Matters, influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences. Hirsch, author of The Knowledge Deficit, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children’s life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science. The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas. Why Knowledge Matters introduces a new generation of American educators to Hirsch’s astute and passionate analysis.

Recognition and validation of Prior Learning

South African Education Policy Review. Heinemann Sandown 2003 Wheelahan, L.: Why Knowledge Matters in Curriculum. Routledge Abingdon, New York 2010 Wolf, A.: Competence-based Assessment. Ed. Harry Torrance.

Author: Sandra Bohlinger

Publisher: W. Bertelsmann Verlag

ISBN: 9783763911479


Page: 487

View: 566


Sociology Curriculum Studies and Professional Knowledge

Corbel, Chris, Wheelahan, Leesa, Forward, Pat, & Darwin, Stephen. (2014). Building Future Capabilities for Vocational Education: Why High-Level Teaching Qualifications Matter for TAFE Teachers. Melbourne: Australian Education Union.

Author: David Guile

Publisher: Routledge

ISBN: 9781317198185

Category: Education

Page: 292

View: 986


This volume brings together an international set of contributors in education research, policy and practice to respond to the influence the noted academic Professor Michael Young has had on sociology, curriculum studies and professional knowledge over the past fifty years, and still has on the field to this day. It provides a critical analysis of his work and the uses to which it has been put in the UK and internationally, discussing implications for debates on the purpose of education and how school curricula, as well as programmes in other educational settings, could be run and teaching undertaken, based on his contribution. Following Michael’s long and distinguished career – dating back to before Knowledge and Control: New Directions for the Sociology of Education, which Michael edited in 1971 – recent years have seen an upsurge in both academic and policy interest in his work, including the new concern he expressed for knowledge in his 2007 book Bringing Knowledge Back In. The book concludes with an appreciation and a response to the authors from Michael Young and a Coda from Charmian Cannon, who was on the Institute of Education panel that appointed Michael to his post in 1967. This timely book is a unique critique and celebration, written by experts whose own careers have been affected by Michael, and will appeal to all those with an interest in the work of Michael Young.

Knowledge Curriculum and Preparation for Work

Knowledge, skills and competence in the European labour market. Abingdon: Routledge. Buchanan, J., Yu, S., Marginson, S., & Wheelahan, L. (2009). Education, work and economic renewal: An issues paper prepared for the Australian ...

Author: Stephanie Allais

Publisher: BRILL

ISBN: 9789004365407

Category: Education

Page: 278

View: 669


In Knowledge, Curriculum, and Preparation for Work, Stephanie Allais and Yael Shalem offer a timely collection of articles approaching debates on economic and social change and employment within different types of economies.

Creating Curricula Aims Knowledge and Control

A curriculum for excellence: Ministerial response. ... Monitoring and evaluating curriculum implementation: Final evaluation report on the implementation of the New ... Why knowledge matters in curriculum: A social realist argument.

Author: Dominic Wyse

Publisher: Routledge

ISBN: 9781315529998

Category: Education

Page: 152

View: 357


Knowledge has been a defining focus for the curriculum studies field. In the early part of the 21st century convincing arguments were mounted that knowledge needed to be ‘brought back in’, both to the curriculum of schools and to the attention of curriculum researchers. This book is a result of these arguments, and what some regarded as a ‘crisis’ in curriculum study related to the growing emphasis on international comparisons between education systems. The book’s most important contribution is to build on seminal work in the sociology and philosophy of education in order to develop new foundations for curriculum study, using the importance of ‘transactions’ as the context for understanding knowledge in the curriculum. The contributors build on this importance to suggest a rapprochement in the field around the idea of curriculum knowledge as both constructed and real. This book was originally published as a special issue of The Curriculum Journal.

Universit t in Zeiten von Bologna

(2011) Learning for a Complex World: A Lifewide Concept of Learning, Education and Personal Development. ... Wheelahan, L. (2010) Why Knowledge Matters in Curriculum: a social realist argument. Abingdon: Routledge.

Author: Brigitte Kossek

Publisher: V&R unipress GmbH

ISBN: 9783847100379

Category: Education

Page: 352

View: 206


From the establishment of the standard European Higher Education Area in the late 1990s until today, polyphonic discourses have accompanied universities in the age of Bologna reform. This anthology provides thorough analyses of seemingly natural university structures and illustrates ways in which teaching and learning cultures in the age of Bologna can be made constructive, innovative and practice-oriented. The focus is thereby on the ambitious realisation of the principle of standardized research and teaching as well as the principles of student-centred teaching and learning. The contributions of the authors - researchers and teachers at different European universities (Austria, Germany, Switzerland, United Kingdom) - are based on the Friday lectures held at the University of Vienna. Responses by academics, teachers and students at the University of Vienna complement the contributions, critically reviewing the relevance of the contributions for teaching and studying from a practical perspective. With contributions by Ronald Barnett, Reinhard Brandt, Hans Pechar, Otto Kruse, Karin Reiber, Florian H. Muller, Gabi Reinmann, Jon Nixon, Ruth Becker, Leah Carola Czollek, Gudrun Perko, Wolfgang Nowak, Lee Harvey, Dietmar Chur and Celia Whitchurch.

Knowledge and the Study of Education

Oxford: Symposium Books. https://doi.org/10.15730/books.100 Wheelahan, L. (2010) Why Knowledge Matters in Curriculum: a social realist argument. London: Routledge. Wheelahan, L. (2013) Babies and Bathwater: revaluing the role of the ...

Author: Geoff Whitty

Publisher: Symposium Books Ltd

ISBN: 9781873927977

Category: Education

Page: 288

View: 795


In the English-speaking world, university Schools of Education are usually heavily involved in the professional preparation of teachers. Yet, in England and the USA in particular, the role of universities in teacher education has increasingly seemed under threat as alternative providers of training have come on the scene, often with the overt encouragement of governments. This book, which is based on a project that explored how the study of Education is configured in different countries, makes visible the different knowledge traditions that inform university teaching and research in Education around the world. The extent to which these are related to the training of teachers is shown to vary historically and comparatively. The book consists of a substantial introduction by the editors, which identifies 12 major knowledge traditions in the study of education, and classifies these as Academic Knowledge Traditions (such as Sciences de l’Éducation), Practical Knowledge Traditions (like that practised in Normal Colleges) and Integrated Knowledge Traditions (including the currently fashionable concept of Research-informed Clinical Practice). This introduction is followed by contributions on the nature of Education as a field of study in six countries – Australia, China, France, Germany, Latvia and the USA – authored by established experts from each of those jurisdictions. There are also chapters that provide useful conceptual frameworks for understanding the dimensions on which the various traditions in the study of Education differ, as well as those that compare the nature of Education along specific dimensions in different countries. The book concludes with a discussion, in the light of these contributions, of future prospects for the field of Education. The book will appeal to students, teachers and researchers in Education and is intended to encourage less parochial thinking about the nature of Education as a field of international study.

The SAGE Handbook of Curriculum Pedagogy and Assessment

Moore, R. and Young, M. (2001) 'Knowledge and the curriculum in the sociology of education: towards a reconceptualization', British Journal of ... Wheelahan, L. (2010) Why Knowledge Matters in Curriculum: A Social Realist Argument.

Author: Dominic Wyse

Publisher: SAGE

ISBN: 9781473952737

Category: Education

Page: 1104

View: 718


The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe. With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field – The SAGE Handbook of Curriculum, Pedagogy and Assessment focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide. The Handbook is organised into five thematic sections, considering: · The epistemology and methodology of curriculum · Curriculum and pedagogy · Curriculum subjects · Areas of the curriculum · Assessment and the curriculum · The curriculum and educational policy The SAGE Handbook of Curriculum, Pedagogy and Assessment’s breadth and rigour will make it essential reading for researchers and postgraduate students around the world.

Knowledge at the Crossroads

Why knowledge matters in curriculum: A social realist argument. Abingdon, Oxon; New York: Routledge. Whitty, G. (2010). Revisiting school knowledge: Some sociological perspectives on new school curricula. European Journal of Education, ...

Author: Lyn Yates

Publisher: Springer

ISBN: 9789811020810

Category: Education

Page: 257

View: 868


There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students? Are they complementary to, or at odds with the concerns about ‘21st century skills’, interdisciplinary and collaborative research teams, employability and ‘learner-centred’ education? How do those who work in these fields see changes in their disciplines and in their work environment? And what are the similarities and differences between the experiences of teachers and academics in physics and those in history? The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today’s schools and universities, can we adequately understand knowledge and knowledge building over time? Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia?