Knowledge and the New Zealand curriculum ‘refresh’

Datos Bibliográficos

ID21345786
AutoresGraham McPhail (0000-0002-9061-6575, Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand, autor de correspondencia), Barbara Ormond (0000-0002-4412-6460, Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand), Alexis Siteine (0000-0002-9508-6307, Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand)
Año2023
Volumen55
Número5
Páginas509-526
Fecha de publicación2023-09-03
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Curriculum Studies (JOURNAL)
Identificadores de la revistaISSN: 0022-0272 • E-ISSN: 1366-5839
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00220272.2023.2256010
OpenAlexW4386889116
IdiomaEN
Citas recibidas6
Referencias citadas41

This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new ‘Understand, Know, Do’ structure for the curriculum has the potential to facilitate coherent design of teaching programmes and ‘deep learning’. Using a social realist lens, Bernsteinian theories on knowledge structures and recontextualization, and the principles of a Curriculum Design Coherence Model, the analysis identifies instances of both conceptual coherence and epistemic confusion which raises questions about the underlying principles upon which the curriculum documents are being developed

Coherence (philosophical gambling strategy) · Confusion · Curriculum · Curriculum development · Curriculum mapping · Curriculum theory · Discipline · Emergent curriculum · Engineering ethics · Epistemology · Mathematics education · Pedagogy · Social science · Sociology · Computer Science · Educational Theory and Curriculum Studies · Engineering · Global Educational Policies and Reforms · Psychology · Second Language Learning and Teaching