Curriculum and the Specialization of Knowledge

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

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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
  • 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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