Knowledge and the New Zealand curriculum ‘refresh’
Bibliographic Data
| ID | 21345786 |
|---|---|
| Authors | Graham McPhail (0000-0002-9061-6575, Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand, corresponding author), 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) |
| Year | 2023 |
| Volume | 55 |
| Issue | 5 |
| Pages | 509-526 |
| Publication date | 2023-09-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0022-0272 • E-ISSN: 1366-5839 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220272.2023.2256010 |
| OpenAlex | W4386889116 |
| Language | EN |
| Citations received | 6 |
| References cited | 41 |
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
The Subject-English Curriculum War
Versions and Visions
Core socialist values and curriculum policy in China
Engagement in ‘prevailing societal challenges’ as a contribution to wellbeing? An analysis of interdisciplinary topics in the Norwegian curriculum (LK20)
Reimagining Geography Education
Balancing Procedural and Substantive Knowledge in New Zealand Curriculum
Knowledge, power and powerful knowledge re‐visited
I.—Knowing How and Knowing that
Conceptualizing a Radical Visible Pedagogy
The search for deep learning
Three Educational Scenarios for the Future
Bringing Knowledge Back In
Going critical
Curriculum Design and Epistemic Ascent
The OECD Learning Compass 2030 and the future of disciplinary learning
Social Realism and the problem of the problem of knowledge in the sociology of education
Researching the interdisciplinary curriculum
A pedagogy of conceptual progression and the case for academic knowledge
Knowledge‐rich teaching
Mātauranga Māori—the ūkaipō of knowledge in New Zealand
Vertical and Horizontal Discourse
Forms of knowledge and curriculum coherence
The Elementary Forms of Religious Life
| Unique citing works | 6 |
|---|---|
| Citations per year | 3 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |