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    Why Knowledge Matters in Curriculum: A Social Realist Argument (New Studies in Critical Realism and Education) (Paperback) By (author) Leesa Wheelahan

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    DescriptionWhat should we teach in our schools and vocational education and higher education institutions? Is theoretical knowledge still important? This book argues that providing students with access to knowledge should be the raison d'etre of education. Its premise is that access to knowledge is an issue of social justice because society uses it to conduct its debates and controversies. Theoretical knowledge is increasingly marginalised in curriculum in all sectors of education, particularly in competency-based training which is the dominant curriculum model in vocational education in many countries. This book uses competency-based training to explore the negative consequences that arise when knowledge is displaced in curriculum in favour of a focus on workplace relevance. The book takes a unique approach by using the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum. Both approaches are increasingly influential in education and the social sciences and the book will be helpful for those seeking an accessible introduction to these complex subjects. Why Knowledge Matters in Curriculum is a key reading for those interested in the sociology of education, curriculum studies, work-based learning, vocational education, higher education, adult and community education, tertiary education policy and lifelong learning more broadly.


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  • Full bibliographic data for Why Knowledge Matters in Curriculum

    Title
    Why Knowledge Matters in Curriculum
    Subtitle
    A Social Realist Argument
    Authors and contributors
    By (author) Leesa Wheelahan
    Physical properties
    Format: Paperback
    Number of pages: 192
    Width: 155 mm
    Height: 234 mm
    Thickness: 18 mm
    Weight: 363 g
    Language
    English
    ISBN
    ISBN 13: 9780415522007
    ISBN 10: 0415522005
    Classifications

    Warengruppen-Systematik des deutschen Buchhandels: 27230
    B&T Book Type: NF
    BIC E4L: EDU
    Nielsen BookScan Product Class 3: S3.8
    B&T Merchandise Category: TXT
    B&T General Subject: 750
    BIC subject category V2: JNKC
    Ingram Subject Code: ED
    Libri: I-ED
    LC classification: HM
    Abridged Dewey: 301
    BISAC V2.8: SOC026000
    BIC subject category V2: JHB
    BISAC V2.8: EDU007000
    BIC subject category V2: JNAM
    DC22: 375.006
    DC23: 375.006
    Thema V1.0: JNDG, JNB, JHB
    Edition statement
    Reprint
    Publisher
    Taylor & Francis Ltd
    Imprint name
    ROUTLEDGE
    Publication date
    08 May 2012
    Publication City/Country
    London
    Author Information
    Leesa Wheelahan is an associate professor at the L.H. Martin Institute for Higher Education Leadership and Management at the University of Melbourne. Her research interests include vocational knowledge in curriculum, and tertiary education policy and social justice. She is a regular commentator for Campus Review, Australia's weekly tertiary education newspaper
    Review quote
    'This book deserves a wide readership. I believe it has some important messages and explanations for us all that go well beyond curriculum development considerations.' '[T]he book has implications well beyond the area of secondary and tertiary education curriculum design...Dr Wheelahan has produced a significant contribution to the understanding of wider cultural and intellectual changes and issues in Australia and elsewhere over the last several decades.' -Neil Mudford, Deputy Head, School of Engineering and Information Technology, Australian Defence Force Academy in Australian Universities' Review, vol. 53, no. 1, 2011 '[T]his book is a timely publication in examining the politics of knowledge within the curriculum.' 'If you are interested in a high-level debate on a broad range of educational locations, and if you believe that higher education should be about equitable access to knowledge, the sharing of knowledge, reflecting and imagining the unthought, then this is a book for you.' -Dr Helen Jones, Manchester Metropolitan University in ELiSS, vol. 3, no. 1, July 2010 '[R]ich, scholarly, and rigorous.' '[A] broad audience could well be attracted to Wheelahan's book, especially those concerned with the design of vocational curricula.' -Ronald Barnett, Institute of Education, University of London in London Review of Education, vol. 9, no. 1, March 2011 '[A]n important book for both researchers and graduate students' '[A] serious addition to critical scholarship about a meaningful knowledge society.' -Dr Airini, University of Auckland in Journal of the Pacific Circle Consortium for Education
    Table of contents
    This book takes a unique approach by using the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum, and to elaborate social realism's critique of constructivism, technical-instrumentalism and neo-conservatism.