'The Shadows of "Boundary" Remain': Curriculum Coherence and the Spectre of Practice

Autor/in	Muller, Johan
Titel	'The Shadows of "Boundary" Remain': Curriculum Coherence and the Spectre of Practice
Quelle	In: Teaching in Higher Education, 27 (2022) 8, S.1027-1041 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muller, Johan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2022.2114339
Schlagwörter	Foreign Countries; Curriculum Development; Rhetoric; Alignment (Education); Higher Education; Knowledge Level; South Africa + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Rhetorik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper will re-visit the origins and early use in South African curriculum writing of the concept of 'coherence'; it will go on to show how Suellen Shay and her colleagues fleshed out the concept and created an instrument for its empirical analysis; it will then step back and examine the contribution and some problems that were brought to light; examine briefly how Shay's later work continued to wrestle with the notion of 'practice', particularly in light of curricula that were judged to display conceptual coherence; and will suggest one possible solution in the seminal paper by Bernstein (2000). Finally, the paper will reflect on two implicit definitions of 'curriculum', a 'strict' one and an 'extended' one and suggest why they should be distinguished. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01