The curriculum? That's just a unit outline, isn't it
Bibliographic Data
| ID | 4855405 |
|---|---|
| Authors | Sharon P Fraser, Sharon Fraser (0000-0002-0766-4892, Macquarie University, corresponding author), Agnes Bosanquet (0000-0003-2563-6120, Macquarie University), Agnes M Bosanquet |
| Year | 2006 |
| Volume | 31 |
| Issue | 3 |
| Pages | 269-284 |
| Publication date | 2006-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070600680521 |
| OpenAlex | W2032010382 |
| Language | EN |
| Citations received | 43 |
| References cited | 4 |
The term curriculum is familiar in school education, but more ambiguous in its usage in a higher education context. Although it is frequently used in academic staff discussions, policy and planning documents, and to describe advisory bodies, its usage is inconsistent and multifarious. This article reports a phenomenographic study of the ways in which academics conceive of the curriculum in higher education. It examines the variation in perceptions of curriculum, which is critiqued through the work of school curriculum theorists, who utilise Habermas’s theory of knowledge‐constitutive interests. The intention of this article is to explore the epistemologies and assumptions that underpin these conceptions, in order to promote an inclusive and shared vocabulary as a basis for curriculum development
Curriculum · Curriculum development · Curriculum mapping · Curriculum theory · Higher education · Mathematics education · Pedagogy · Perception · Phenomenography · Political science · Sociology · Vocabulary · Evaluation of Teaching Practices · Global Educational Policies and Reforms · Psychology · Reflective Practices in Education
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| Unique citing works | 43 |
|---|---|
| Citations per year | 2,69 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 40 |