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Knowledge and the Future of the Curriculum: International Studies in Social Realism

edited by Brian Barrett, Elizabeth Rata
Format
Book
Published
Houndmills, Basingstoke, Hampshire ; New York, NY : Palgrave Macmillan, 2014.
Language
English
Series
Palgrave Studies in Excellence and Equity in Global Education
ISBN
9781137429254, 1137429259
Summary
"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"--
Contents
  • 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.
Description
xxi, 238 pages ; 23 cm.
Notes
Includes bibliographical references and index.
Technical Details
  • Access in Virgo Classic
  • Staff View

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    a| Palgrave studies in excellence and equity in global education
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    a| Includes bibliographical references and index.
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    a| 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.
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    a| "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"-- c| Provided by publisher.
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    a| Educational sociology.
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    a| Curriculum planning.
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    a| Knowledge, Theory of.
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    a| Barrett, Brian, d| 1978- e| editor.
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    a| LC191 .K5925 2014 w| LC i| X031653958 l| STACKS m| ALDERMAN t| BOOK
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