Curriculum and the Specialization of Knowledge

Studies in the sociology of education

Häftad, Engelska, 2015

Av Michael Young, Johan Muller, UK) Young, Michael (Institute of Education, University of London, South Africa) Muller, Johan (University of Cape Town

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This book presents a new way for educators at all levels - from early years to university - to think about curriculum priorities. It focuses on the curriculum as a form of specialised knowledge, optimally designed to enable students to gain access to the best knowledge available in any field.Papers jointly written by the authors over the last eight years are revised for this volume. It draws on the sociology of knowledge and in particular the work of Emile Durkheim and Basil Bernstein, opening up the possibilities for collaborative inter-disciplinary enquiry with historians, philosophers and psychologists. Although primarily directed to researchers, university teachers and graduate students, its arguments about specialised knowledge have profound implications for policy makers.

Produktinformation

Utgivningsdatum2015-09-14
Mått156 x 234 x 13 mm
Vikt362 g
SpråkEngelska
Antal sidor240
FörlagTaylor & Francis Ltd
EAN9781138814929

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Curriculum and the Specialization of Knowledge

Hugh Lauder, Michael Young, Harry Daniels, Maria Balarin, John Lowe, UK) Lauder, Hugh (University of Bath, UK) Young, Michael (Institute of Education, University of London, UK) Daniels, Harry (University of Bath, UK) Balarin, Maria (University of Bath, UK) Lowe, John (University of Bath

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Section one: Setting the sceneChapter one: IntroductionChapter two: Truth and truthfulness in the sociology of educational knowledgeSection two: Knowledge and curriculum futuresChapter three: Education, globalization and the ‘voice of knowledge’Chapter four: Alternative education futures for a knowledge societyChapter five: Three educational scenarios for the future: lessons from the sociology of knowledge Chapter six: Curriculum and the question of knowledge: the legacy of Michael Gove and beyondChapter seven: The future of knowledge and skills in science and technology higher educationSection three: The idea of powerful knowledgeChapter eight: What are schools for?Chapter nine: On the powers of powerful knowledgeChapter ten: Overcoming the crisis in curriculum theoryChapter eleven: The promise and pathos of specialized knowledgeSection four: Universities, professions, and specialized knowledgeChapter twelve: The body of knowledgeChapter thirteen: Disciplines, skills and the universityChapter fourteen: Every picture tells a story: epistemological access and knowledge Chapter fifteen: Towards the sociology of professional knowledge

Curriculum and the Specialization of Knowledge

Studies in the sociology of education

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