Perspectives on the Knowledge Problem in New Zealand Education: Towards Equity. SpringerBriefs in Education

Sonst. Personen	Lourie, Megan (Hrsg.); McPhail, Graham (Hrsg.)
Titel	Perspectives on the Knowledge Problem in New Zealand Education: Towards Equity. SpringerBriefs in Education
Quelle	(2021), (97 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2211-1921
ISBN	978-981-16-2907-5
Schlagwörter	Foreign Countries; Social Justice; Knowledge Level; Theories; Teaching Methods; Equal Education; History; Educational Practices; Accountability; Identification (Psychology); Multilingualism; Student Diversity; Bilingual Students; Curriculum Development; Skills; Global Approach; Academic Language; Educational Policy; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Soziale Gerechtigkeit; Wissensbasis; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Geschichte; Geschichtsdarstellung; Bildungspraxis; Verantwortung; Mehrsprachigkeit; Multilingualismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Skill; Fertigkeit; Globales Denken; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Politics of education; Bildungspolitik; Neuseeland
Abstract	This book offers new ideas for thinking about how more equitable outcomes might be achieved in New Zealand so that all students are well-equipped to live and work in contemporary society. It addresses a social justice concern about access to the unique affordances of subject knowledge which comprises two forms of knowledge - propositional (knowledge-that) and applied knowledge (know-how-to). The book provides perspectives on curriculum design by grounding arguments in a theory of knowledge. It describes the different knowledge forms of the theory, and argues that understanding these differences is significant for curriculum design and enactment. It explains why the current imbalance between knowledge forms is a problem, and offers suggestions for change. Understanding about knowledge itself enables more just and equitable outcomes for all students. This book illustrates how different knowledge types and forms can be used together productively to help students develop adaptive expertise for the 21st century, making it a valuable contribution to the field of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01