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OverviewKnowledge 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. Full Product DetailsAuthor: Dominic Wyse (Institute of Education, University College London, UK)Publisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.453kg ISBN: 9780367028824ISBN 10: 0367028824 Pages: 152 Publication Date: 08 January 2019 Audience: College/higher education , Postgraduate, Research & Scholarly , Undergraduate Format: Paperback Publisher's Status: Active Availability: In Print This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsIntroduction – Creating curricula: aims, knowledges, and control 1. What is a curriculum and what can it do? 2. Knowledge and the curriculum 3. Pragmatising the curriculum: bringing knowledge back into the curriculum conversation, but via pragmatism 4. Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand 5. An aims-based curriculum illustrated by the teaching of science in schools 6. Two contrasting Australian Curriculum responses to globalisation: what students should learn or become 7. Dysfunctional dichotomies? Deflating bipolar constructions of curriculum and pedagogy through case studies from music and history 8. Curriculum and assessment reform gone wrong: the perfect storm of GCSE EnglishReviewsAuthor InformationDominic Wyse is Professor of Early Childhood and Primary Education, and Head of the Department of Learning and Leadership, at the Institute of Education, University College London, UK. The main focus of his research is curriculum and pedagogy, and key areas of his work include the teaching of writing, reading, and creativity. He is the lead editor of the SAGE Handbook of Curriculum, Pedagogy and Assessment (2015), and the co-author of Teaching English, Language and Literacy - 3rd Edition (2013). His most recent book is Education and Childhood: From Current Certainties to New Visions (2015). He is a fellow of the RSA. Tab Content 6Author Website:Countries AvailableAll regions |