Curriculum and the Specialization of Knowledge
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Curriculum and the Specialization of Knowledge : Studies in the sociology of education

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Description

This book presents a new way for educators at all levels - from early years to university - to think about curriculum priorities. It focuses on the curriculum as a form of specialised knowledge, optimally designed to enable students to gain access to the best knowledge available in any field.


Papers jointly written by the authors over the last eight years are revised for this volume. It draws on the sociology of knowledge and in particular the work of Emile Durkheim and Basil Bernstein, opening up the possibilities for collaborative inter-disciplinary enquiry with historians, philosophers and psychologists. Although primarily directed to researchers, university teachers and graduate students, its arguments about specialised knowledge have profound implications for policy makers.
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Product details

  • Paperback | 240 pages
  • 159 x 235 x 15.24mm | 346g
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • 113881492X
  • 9781138814929
  • 1,308,594

Table of contents

Section one: Setting the scene


Chapter one: Introduction


Chapter two: Truth and truthfulness in the sociology of educational knowledge


Section two: Knowledge and curriculum futures


Chapter three: Education, globalization and the `voice of knowledge'


Chapter four: Alternative education futures for a knowledge society


Chapter five: Three educational scenarios for the future: lessons from the sociology of knowledge


Chapter six: Curriculum and the question of knowledge: the legacy of Michael Gove and beyond


Chapter seven: The future of knowledge and skills in science and technology higher education


Section three: The idea of powerful knowledge


Chapter eight: What are schools for?


Chapter nine: On the powers of powerful knowledge


Chapter ten: Overcoming the crisis in curriculum theory


Chapter eleven: The promise and pathos of specialized knowledge


Section four: Universities, professions, and specialized knowledge


Chapter twelve: The body of knowledge


Chapter thirteen: Disciplines, skills and the university


Chapter fourteen: Every picture tells a story: epistemological access and knowledge


Chapter fifteen: Towards the sociology of professional knowledge
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About Johan Muller

Michael Young is Professor of Education at the UCL Institute of Education, London.


Johan Muller is Emeritus Professor of Education in the School of Education at the University of Cape Town, South Africa.
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