Titlebook: Knowledge and the Future of the Curriculum; International Studie Brian Barrett (Associate Professor),Elizabeth Rata Book 2014 Palgrave Macm

是比賽

Introduction: Knowledge and the Future of the Curriculum time, been sidelined in education policy developments and debates. These, depending on the national context, have tended instead to emphasise performance standards, accountability, competencies, and skills aimed at producing ‘lifelong learners’ for the twenty-first century global economy.

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Social Realism and the Problem of the Problem of Knowledge in the Sociology of Educationthin the field regarding the question of knowledge (Moore and Maton, 2001). However, as questions of knowledge and curriculum return to the centre stage of educational policy and debate, the sociology of education urgently requires a powerful theory of knowledge in order to positively engage with and influence them (Beck, 2012b).

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2947-5945 ontributors argue that the purpose of education is to provide all students with access to powerful knowledge so that they acquire the means to move beyond their experiences and enhance their lives.978-1-349-49179-7978-1-137-42926-1Series ISSN 2947-5945 Series E-ISSN 2947-5953

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‘Neither Existence Nor Future’: The Social Realist Challenge to School Geographytion of a ‘ludic-rous’ curriculum, where knowledge is seen as playful and where the suggestion that there exists (or should exist) a common curriculum is, quite literally, viewed as ludicrous. The challenge that social realism poses for educators is to take knowledge seriously and to assert that kno

承認(rèn)

Powerful Knowledge in History: Disciplinary Strength or Weakened Episteme?story teachers have complete authority to determine the knowledge they teach? Such autonomy places knowledge in a fragile position. There is the potential to deliver powerful knowledge but also the possibility of weakening the subject’s episteme.