Description
This book explores what constitutes valid or powerful educational knowledge and the role of educational theorising in questions of educational practice. It examines the challenges facing the ‘deliberative’ educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the ‘what works’ agenda in global educational reform and internal fragmentation within the traditions themselves.
By examining the potential for the reconfiguration or reconstruction of these traditions, the book explores the possibility of reinvigorating deliberative educational theorising in ways that could provide a meaningful basis for educators to conceptualise their practice, and a robust response to policies that seek to narrow educational activity to a focus solely on learning outcomes and technical efficiency.
This insightful volume will be of interest to all those concerned about the future of education, and particular the relationship between educational theory and educational practice in curriculum studies, teacher education and professional development. It will be a key resource for teachers, curriculum developers, policy makers and researchers in the field of curriculum theory and didactics. The book was originally published as a special issue of Journal of Curriculum Studies.
Table of Contents
Preface
Introduction: Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik
Jim Hordern, Johan Muller and Zongyi Deng
1. Rethinking the foundations: towards powerful professional knowledge in teacher education in the USA and England
Brian Barrett and Jim Hordern
2. A pedagogic compact: retrieving ‘powerful’ educational knowledge from Didaktik and curriculum studies
Johan Muller and Ursula Hoadley
3.Constructing ‘powerful’ curriculum theory
Zongyi Deng
4. The shifting powers of educational knowledge: power relations between sociology and economics of education
Stephanie Allais and Yael Shalem
5. Analysing micro-credentials in higher education: a Bernsteinian analysis
Leesa Wheelahan and Gavin Moodie
6. Powerful educational knowledge through Subject Didactics and General Subject Didactics. Recent developments in German-speaking countries
Helmut Johannes Vollmer
Afterword: Bridging divides in educational theory?
Michael Young
