Knowledge, Curriculum and Equity

Social Realist Perspectives
Herausgeber: Barrett, Brian; Morgan, John; Hoadley, Ursula

• Gebundenes Buch

Produktbeschreibung

Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third in a series of symposia on the 'social realist' case for 'knowledge' in the educational curriculum. The strengths and gaps of the approach are identified and there is critical recognition of the need to incrementally extend the theories through empirical study.

Produktdetails

• Verlag: Taylor & Francis Ltd (Sales)
• Seitenzahl: 240
• Erscheinungstermin: 27. Juli 2017
• Englisch
• Abmessung: 229mm x 155mm x 20mm
• Gewicht: 476g
• ISBN-13: 9781138083530
• ISBN-10: 1138083534
• Artikelnr.: 48847469

Autorenporträt

Brian Barrett is associate professor in the Foundations and Social Advocacy Department and graduate research coordinator with SUNY Cortland's Urban Recruitment of Educators program. Ursula Hoadley is an Associate Professor working in the School of Education at the University of Cape Town. Her work focuses on pedagogy, curriculum and school organisation at the primary level, and she has published extensively both locally and internationally in these areas. John Morgan is Professor of Education at the University of Auckland. His research interests are in geographical education, the politics of the school curriculum and the cultural politics of schooling.

Inhaltsangabe

Foreword From 'social realism' to 'knowledge in education' Michael Young
Chapter 1. Introduction: social realist perspectives on knowledge,
curriculum and equity John Morgan, Ursula Hoadley and Brian Barrett
Section 1. Knowledge, curriculum and the social realist project
Chapter 2. Connecting knowledge to democracy Elizabeth Rata
Chapter 3. For knowledge - but what knowledge? Confronting social realism's
curriculum problem John Morgan and David Lambert
Chapter 4. History as knowledge: humanities challenges for a
knowledge-based curriculum Lyn Yates
Section 2. Knowledge and the structuring of the curriculum
Chapter 5. A theoretical model of curriculum design: 'Powerful Knowledge'
and '21st Century Learning' Graham McPhail and Elizabeth Rata
Chapter 6. Pedagogic modality and structure in the recontextualising field
of curriculum studies: the South African case Johan Muller and Ursula
Hoadley
Chapter 7. Conceptions of knowledge in history teaching Barbara Ormond
Section 3. Curriculum structure and its effects
Chapter 8. Teacher change in a changing moral order: learning from Durkheim
Lynne Slonimsky
Chapter 9. Delocating and relocating knowledge: the dynamics of curriculum
change in Singapore Leonel Lim
Chapter 10. Recontextualisation and professionalising regions Jim Hordern
Section 4. Pedagogy and the structuring of knowedge
Chapter 11. Flipping the script: teachers' perceptions of tensions and
possibilities within a scripted curriculum Brian Barrett, Anne Burns Thomas
and Maria Timberlake
Chapter 12. Scripted lesson plans - what is visible and invisible in
visible pedagogy? Yael Shalem
Chapter 13. Pedagogic modalities and the ritualising of pedagogy Zain Davis
and Paula Ensor