Powerful Knowledge, Disciplinary Knowledge, Curriculum Knowledge: Educational Knowledge in Question

Autor/in	Muller, Johan
Titel	Powerful Knowledge, Disciplinary Knowledge, Curriculum Knowledge: Educational Knowledge in Question
Quelle	In: International Research in Geographical and Environmental Education, 32 (2023) 1, S.20-34 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muller, Johan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2022.2058349
Schlagwörter	Teachers; Faculty; Knowledge Base for Teaching; Instruction; Educational Trends; Curriculum Development; Specialization; Educational Sociology; Educational Theories + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Academic Staff; Lehrkörper; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching process; Unterrichtsprozess; Bildungsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Arbeitsteilige Spezialisierung; Bildungssoziologie; Erziehungssoziologie; Educational theory; Theory of education; Bildungstheorie
Abstract	This paper traces the sociological roots of the 'knowledge turn' and a concept centrally identified with it, 'powerful knowledge', beginning with the work of Basil Bernstein which was subsequently elaborated in a wide range of contexts-of-use in the broad field of curriculum studies. The paper distinguishes different reasons educators have for engaging with curriculum which the paper classifies into 'curriculum of' and 'curriculum for'. It goes on to discuss the particular pathos of specialised knowledge, and suggests ways of dealing with it; and concludes by suggesting paths going forward for bringing curriculum theory and subject didactics into productive dialogue (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01