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Emerging Perspectives from Social Realism on Knowledge and Education Curricula, Pedagogy, Identity, and Equity

McPhail, Graham Pountney Richard Wheelahan Leesa
Innbundet / 2024 / Engelsk

Produktdetaljer

ISBN
9781032707037
Publisert
2024-10-28
Utgiver
Vendor
Routledge
Vekt
630 gr
Høyde
234 mm
Bredde
156 mm
Aldersnivå
U, P, 05, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
244

Redaktør
McPhail, Graham
Pountney Richard
Wheelahan Leesa

Biographical note

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.

Emerging Perspectives from Social Realism on Knowledge and Education Curricula, Pedagogy, Identity, and Equity

McPhail, Graham Pountney Richard Wheelahan Leesa
Innbundet / 2024 / Engelsk
McPhail, Graham Pountney Richard Wheelahan Leesa
Innbundet / 2024 / Engelsk
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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.
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This book brings the key ideas and concepts of social realism to bear on current debates in the fields of knowledge and curriculum.
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
Les mer

Relaterte produkter

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

Produktdetaljer

ISBN
9781032707037
Publisert
2024-10-28
Utgiver
Vendor
Routledge
Vekt
630 gr
Høyde
234 mm
Bredde
156 mm
Aldersnivå
U, P, 05, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
244

Redaktør
McPhail, Graham
Pountney Richard
Wheelahan Leesa

Biographical note

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.

Relaterte produkter