Description
Knowledge has been a defining focus for the curriculum studies field. In the early part of the 21st century convincing arguments were mounted that knowledge needed to be 窶話rought back in窶�, both to the curriculum of schools and to the attention of curriculum researchers. This book is a result of these arguments, and what some regarded as a 窶歪risis窶� in curriculum study related to the growing emphasis on international comparisons between education systems.
The book窶冱 most important contribution is to build on seminal work in the sociology and philosophy of education in order to develop new foundations for curriculum study, using the importance of 窶�transactions窶� as the context for understanding knowledge in the curriculum. The contributors build on this importance to suggest a rapprochement in the field around the idea of curriculum knowledge as both constructed and real. This book was originally published as a special issue of The Curriculum Journal.
Table of Contents
Introduction 窶� Creating curricula: aims, knowledges, and control 1. What is a curriculum and what can it do? 2. Knowledge and the curriculum 3. Pragmatising the curriculum: bringing knowledge back into the curriculum conversation, but via pragmatism 4. Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand 5. An aims-based curriculum illustrated by the teaching of science in schools 6. Two contrasting Australian Curriculum responses to globalisation: what students should learn or become 7. Dysfunctional dichotomies? Deflating bipolar constructions of curriculum and pedagogy through case studies from music and history 8. Curriculum and assessment reform gone wrong: the perfect storm of GCSE English
