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.
Author(s): Michael Young and Johan Muller
Publisher: Routledge
Year: 2016
Language: English
Pages: 240
Cover......Page 1
Title......Page 4
Copyright......Page 5
Dedication......Page 6
Contents......Page 8
Acknowledgements......Page 10
Previously published material......Page 11
SECTION 1 Setting the scene......Page 14
1 Introduction......Page 16
2 Truth and truthfulness in the sociology of educational knowledge......Page 24
SECTION 2 Knowledge and curriculum futures......Page 48
3 Education, globalization and the 'voice of knowledge'......Page 50
4 Alternative educational futures for a knowledge society......Page 62
5 Three educational scenarios for the future: lessons from the sociology of knowledge......Page 77
6 Curriculum and the question of knowledge: the legacy of Michael Gove......Page 93
7 The future of knowledge and skills in science and technology higher education......Page 108
SECTION 3 The idea of powerful knowledge......Page 116
8 What are schools for?......Page 118
9 On the powers of powerful knowledge......Page 128
10 Overcoming the crisis in curriculum theory......Page 149
11 The promise and pathos of specialized knowledge......Page 165
SECTION 4 Universities, professions and specialized knowledge......Page 176
12 The body of knowledge......Page 178
13 Disciplines, skills and the university......Page 189
14 Every picture tells a story: epistemological access and knowledge......Page 203
15 Towards the sociology of professional knowledge......Page 218
References......Page 231
Index......Page 249
