Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik.

Autor/inn/en	Hordern, Jim; Muller, Johan; Deng, Zongyi
Titel	Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik.
Quelle	In: Journal of curriculum studies, 53 (2021) 2, S. 143-152Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2021.1891575
Schlagwörter	Bildungstheorie; Wissen; Erziehungswissenschaft; Vergleichsuntersuchung; Lehrer; Fachwissen; Curriculum
Abstract	This paper introduces a special issue which aims to address the challenges facing the 'deliberative' educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the 'what works' agenda in global educational reform and internal fragmentation within the traditions themselves. By examining the potential for the reconfiguration or reconstruction of these traditions, we ask whether it is possible to reinvigorate a 'powerful' educational knowledge that could provide a meaningful basis for educators to conceptualize their practice, and a robust response to policies that seek to narrow educational activity to a focus solely on learning outcomes and technical efficiency.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2021/4