Full Description
This book brings the key ideas and concepts of social realism to bear on current debates in the fields of knowledge and curriculum.
The key concern of this collection is to highlight matters related to knowledge and the influence these dimensions have on the formation of curricula, pedagogy, identity, and equity in educational contexts. Presenting new perspectives on the place of various types and forms of knowledge in contemporary education, this book explores two central questions, 'what type of knowledge is most important to include in a curriculum?' and 'what is meant by disciplinary knowledge?' The chapters use empirical examples to illustrate how the issues play out on a global stage, interweaving the social justice concern of equitable access to disciplinary knowledge throughout. In particular, the authors address the emerging theorisation of issues related to the decolonisation of curricula, the recontextualisation of 'non-traditional' knowledge into the curriculum, and teacher education.
Offering new philosophical and theoretical perspectives, this book will be of interest to researchers, scholars, and students examining the fields of knowledge and curriculum, and the sociology of education more broadly.
Contents
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
