Emerging Perspectives from Social Realism on Knowledge and Education (eBook, ePUB)

Curricula, Pedagogy, Identity, and Equity
Redaktion: McPhail, Graham; Wheelahan, Leesa; Pountney, Richard

• Format: ePub

Produktbeschreibung

This book brings the key ideas and concepts of social realism to bear on current debates in the fields of knowledge and curriculum.

---

Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.

---

Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.

Produktdetails

• Verlag: Taylor & Francis eBooks
• Erscheinungstermin: 28. Oktober 2024
• Englisch
• ISBN-13: 9781040176511
• Artikelnr.: 72274462

Autorenporträt

Graham McPhail is an associate professor in the School of Curriculum and Pedagogy, Faculty of Education and Social Work, the University of Auckland, New Zealand. Richard Pountney is a senior lecturer in the Sheffield Institute for Education, Sheffield Hallam University, the United Kingdom. Leesa Wheelahan is Professor Emerita, William G. Davis Chair in Community College Leadership, in the Ontario Institute for Studies in Education at the University of Toronto, Canada.

Inhaltsangabe

PART 1: Theoretical Matters 1. Introduction: Knowledge and the curriculum:
new perspectives from social realism 2. Bernstein's knowledge structures
and the curriculum 3. The curriculum as relation between knowledge of
reality and the individual's development: contributions from Antonio
Gramsci and Lev Vygotsky PART 2: Curriculum Contestations 4. School music
education beyond human development? Contributions from a social realist
perspective 5. Decolonisation and the curriculum: Applying a social realist
lens 6. Knowledge travels: the recontextualisation of socio-cultural
knowledge for the academy and the school. 7. Privatising Music Knowledge:
Identifying the restrictions that specialise music education PART 3:
Knowledge and Teacher Education 8. Logic in the Curriculum Design Coherence
Model: How the Model creates coherence 9. Practice knowledge and teacher
mentoring: a realist analysis of professional development and learning 10.
Why 'liberating' Education Studies from foundation disciplines cannot make
it more coherent 11. Exploring the challenges of recontextualisation in the
development of teachers' professional practice knowledge. PART 4: Crossing
Boundaries 12. Interdisciplinary curriculum and equity 13. Crossing
boundaries: Exploring the theory, practice and possibility of a 'Future 3'
curriculum