Disciplinary Knowledge Practices and Powerful Knowledge: A Study on Knowledge and Curriculum Structures in Regions

Autor/in	Annala, Johanna
Titel	Disciplinary Knowledge Practices and Powerful Knowledge: A Study on Knowledge and Curriculum Structures in Regions
Quelle	In: Teaching in Higher Education, 27 (2022) 8, S.1084-1102 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Annala, Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2022.2114340
Schlagwörter	Educational Practices; Intellectual Disciplines; Curriculum; Curriculum Implementation; Social Sciences; Humanities; Art Education; STEM Education; Higher Education; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Bildungspraxis; Geisteswissenschaften; Curricula; Lehrplan; Rahmenplan; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Humanwissenschaften; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; STEM; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	Powerful knowledge facilitates students' access to profound understanding and abstract thinking. In this study, disciplinary knowledge practices and their curricular capacity are examined in regions, i.e. interdisciplinary and professionally oriented degree programmes. Interview data on curriculum knowledge were analysed drawing on Basil Bernstein's conceptual framework, and the disciplinary knowledge and curriculum structures' potential to provide access to powerful knowledge were analysed. Interviews were carried out with 26 teachers from two region cases, one representing humanities, arts, and social sciences and the other representing science, technology, engineering, and mathematics. The results show how the disciplinary knowledge practices create different bases for the curricular capacity available. To enable access to powerful knowledge in regions, assertion of the value of traditional disciplines, or vocationally relevant cumulative knowledge is not enough; attention is needed to the simultaneous growth of conceptual and contextual complexity, and the cumulative coherence of curriculum, also in curriculum implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01