Why Knowledge Matters in Curriculum
A Social Realist Argument
Bibliographic Data
| ID | 19915946 |
|---|---|
| Authors | Leesa Wheelahan (0000-0001-7981-9710, Griffith University, corresponding author) |
| Year | 2012 |
| Pages | 208 |
| Publication date | 2012-07-26 |
| Open Access | No |
| Type | BOOK |
| Venue | Why knowledge matters in curriculum (SOURCE_BOOK) |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.4324/9780203860236 |
| OpenAlex | W567102716 |
| Open Library | OL34627246M |
| ISBN | 9780203860236 |
| Language | EN |
| Citations received | 53 |
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
Aesthetics · Conservatism · Curriculum · Epistemology · Instrumentalism · International relations · Pedagogy · Philosophical realism · Political science · Realism · Social constructivism · Social realism · Social science · Sociology · Educational Theory and Curriculum Studies · Philosophy · Basil B. Bernstein · Critical pedagogy · Critical realism · Curriculum change
Taking a Longer View
The academic–vocational divide in three Nordic countries
Cascading effect of upper secondary education policy reform
O senso comum neoliberal obscurantista e seus impactos na educação brasileira
Recovering Knowledge for Science Education Research
Discourses of functional bilingualism in the Sami curriculum in Sweden
Young people with health conditions and the inclusive education problematic
Graduate attributes frameworks or powerful knowledge
Professionals, oaths and flashbacks in the university
Exploring physical education teachers ‘everyday understandings’ of physical literacy
Framing pedagogic relations within the boundaries of Foundation Degree Sport and Coaching qualifications
Engaging young people in science education through socioscientific issues of biosecurity
The National Common Core Curriculum in Brazil
Generic pedagogy is not enough’
Pedagogical content knowledge reconceived
Bicultural education policy in New Zealand
Doing what it says on the tin? A psychometric evaluation of the Assessment Experience Questionnaire
Equity Issues in Teaching and Teacher Education
A critique of the role of culture in Maori education
Conceptualising transitions from vocational to higher education
Critically considering the ‘inclusive curriculum’ in higher education
Socialisation and citizenship preparation in vocational education
Revisiting credentialism – why qualifications matter
Approaching the sacred’
Paul Ashwin
What Should Schools Teach?
Saskatchewan Physics Teachers’ Epistemic Beliefs
Employers' Views on Desirable Theoretical Knowledge Qualities of Newly Qualified Social Workers
The flourishing and dehumanization of students in higher education
The role of education in regional repositioning
Mapping Network Structure and Diversity of Interdisciplinary Knowledge in Recommended Mooc Offerings
The social construction of vocational education - possibilities for change towards status improvement
The Committed Objectivity of Science and the Importance of Scientific Knowledge in Ethical and Political Education
Misconceptions in medicine, their origin and development in education and working life
Towards a shared reality for liberal democracy
Making the invisible visible
Analysing micro-credentials in higher education
Situating potentially and kinetically powerful knowledges
Connecting academics’ disciplinary knowledge to their professional development as university teachers
“Living in the Discomfort”
Building Sustainable Futures Through CBET
Empowering Inclusive Learning in Industry–Education Partnerships
Plagiarism and the commodification of knowledge
Análisis automático de la complejidad sintáctica de textos escolares
An examination of Roy Bhaskar’s critical realism as a basis for educational practice
Powerful Knowledge and the 2017 Swedish National Test in Religious Education
Neuroscience and Education – an Incompatible Relationship
Making semantic waves
On the powers of powerful knowledge
Feedback as an epistemic practice
Tradition, Authority and Disciplinary Practice in History Education
Mapping Theory–Practice Integration
Practices of outcomes-based forms of pedagogy in the foundation phase
| Unique citing works | 53 |
|---|---|
| Citations per year | 3,53 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 28 |