Research Handbook on Curriculum and Education

Edited by Elizabeth Rata, Professor, School of Critical Studies in Education, Faculty of Education and Social Work, University of Auckland, New Zealand

• ContentsIntroduction: social realism, didaktik, and cognitive science in curriculum andeducation 1Elizabeth RataPART I CURRICULUM: HISTORY, PHILOSOPHY, AND THEORY1 Education for science and democracy 21Michael Johnston, James Kierstead, and Baptiste Roucau2 Politics, knowledge, and education in Classical Athens 39Stavros Moutsios3 Historical consciousness and democracy 50Arie Wilschut4 A philosophical defence of liberal education 64Alka Sehgal Cuthbert5 Rob Moore, social realism, and the sociology of education and knowledge 79Brian Barrett6 Epistemic traces and the structures of knowledge 90Johan Muller7 Disciplines and subjects 101Jim Hordern8 Tradition and renewal in the geography curriculum 112Alex Standish9 Beyond curriculum binaries: subjects and competencies 129Ursula Hoadley10 Cognitive theory: implications for curriculum knowledge 146David C. Geary11 Cognitive load theory and the curriculum 156John SwellerPART II KNOWLEDGE STRUCTURES AND THE CURRICULUM12 Significance of teaching content 169Ilmi Willbergh13 History education in primary school: knowledge and traditions 180Martin Stolare14 From discipline to school subject: a biology example 192Niklas Gericke15 Teaching science epistemology 206Edit McIntosh and Michael Johnston16 Teaching writing conventions 228Tessa Daffern17 Vocabulary for academic literacy 245Clarence Green and Claire McLachlan18 The Curriculum Design Coherence Model 262Elizabeth Rata19 Teacher education and the curriculum 281Richard Pountney and Diane Swift20 Professional knowledge for mathematics teaching 293Brian Hudson21 Signature pedagogies for pedagogical leadership 303Wu Pinhui Sandra and Charlene TanPART III CURRICULUM SUBJECTS FOR TEACHING22 Literature for education 315Brian Boyd23 Politicised literacy in the teaching of reading and writing 330Melissa Derby24 Music and the contested nature of knowledge 343Graham McPhail25 History in the curriculum 354Joseph Smith26 A compulsory history curriculum: the New Zealand case 368Paul Moon27 Teaching mathematics: a cognitive load theory account 379Greg Ashman28 Grammar and powerful knowledge in school English: an Australian perspective 389Mary Macken-Horarik29 Knowledge in vocational education 406Gavin MoodiePART IV NATIONAL CURRICULUM30 Theoretical knowledge in the Brazilian school curriculum 422Newton Duarte31 Teachers and school subjects in Finland 433Mikko Puustinen32 Czechia: beyond the communist-democratic dichotomy 444Michaela Dvoř‡kov‡ and Dominik Dvoř‡k33 Georgia: transformation of the national curriculum 455Revaz Tabatadze and Dominik Dvoř‡k34 Political education in a pluralistic society: the India example 468Prakash Iyer35 Core socialist values and curriculum policy in China 480Xiaoming Tian36 Struggles over knowledge after apartheid in South Africa 495Jonathan Jansen37 Secularism and education in New Zealand 509Roger Openshaw38 Land-based education in Canada 521Frances Widdowson39 The Singapore mathematics curriculum: influences and confluences 536Ban Heng Choy and Jaguthsing Dindyal40 Knowledge in the new Norwegian curriculum 552Erik Bratland

‘Education has become a battleground for binary-positions over what we should teach and how. The Research Handbook on Curriculum and Education provides an authoritative set of accounts to enable the reader to navigate and understand the rich theoretical, practical and contextual influences that inform this complex and contested landscape.’