My Library

University LibraryCatalogue


LEADER 00000cam a2200313Ii 4500 
008    180706s2018    enk     ob    001 0 eng d 
019    9781315111360 
020    9781315111360|q(e-book : PDF) 
020    9781351618816|q(e-book: Mobi) 
020    |z9781138083530|q(hardback) 
024 7  10.4324/9781315111360 |2doi 
035    (OCoLC)993983532 
050  4 LB2806.15|b.K62 2018 
082 04 375.001|bB273 
245 00 Knowledge, curriculum and equity :|bsocial realist 
       perspectives /|cedited by Brian Barrett, Ursula Hoadley 
       and John Morgan. 
264  1 Abingdon, Oxon ;|aNew York, NY :|bRoutledge,|c2018. 
300    1 online resource (xv, 215 pages) 
504    Includes bibliographical references. 
505 0  Foreword : from "social realism" to "knowledge in 
       education" / Michael Young -- Introduction : social 
       realist perspectives on knowledge, curriculum and equity /
       John Morgan, Ursula Hoadley and Brian Barrett -- 
       Connecting knowledge to democracy / Elizabeth Rata -- For 
       knowledge, but what knowledge? : confronting social 
       realism's curriculum problem / John Morgan and David 
       Lambert -- History as knowledge : humanities challenges 
       for a knowledge-based curriculum / Lyn Yates -- A 
       theoretical model of curriculum design : "powerful 
       knowledge" and "21st century learning" / Graham McPhail 
       and Elizabeth Rata -- Pedagogic modality and structure in 
       the recontextualising field of curriculum studies : the 
       South African case / Johan Muller and Ursula Hoadley -- 
       Conceptions of knowledge in history teaching / Barbara 
       Ormond -- Teacher change in a changing moral order : 
       learning from Durkheim / Lynne Slonimsky -- Delocating and
       relocating knowledge : the dynamics of curriculum change 
       in Singapore / Leonel Lim -- Recontextualisation and 
       professionalising regions / Jim Hordern -- Flipping the 
       script : teachers' perceptions of tensions and 
       possibilities within a scripted curriculum / Brian Barrett,
       Anne Burns Thomas and Maria Timberlake -- Scripted lesson 
       plans : what is visible and invisible in visible pedagogy?
       / Yael Shalem -- Pedagogic modalities and the ritualising 
       of pedagogy / Zain Davis and Paula Ensor. 
520    "In 2008 the first in a series of symposia established a 
       'social realist' case for 'knowledge' as an alternative to
       the relativist tendencies of the constructivist, post-
       structuralist and postmodernist approaches dominant in the
       sociology of education. The second symposium focused on 
       curriculum, and the development of a theoretical language 
       grounded in social realism to talk about issues of 
       knowledge and curriculum. Finally, the third symposium 
       brought together researchers in a broad range of contexts 
       to build on these ideas and arguments and, with a 
       concerted empirical focus, bring these social realist 
       ideas and arguments into conversation with data.Knowledge,
       Curriculum and Equity: Social Realist Perspectives 
       contains the work of the third symposium, where the 
       strengths and gaps in the social realist approach are 
       identified and where there is critical recognition of the 
       need to incrementally extend the theories through 
       empirical study. Fundamentally, the problem that social 
       realism is seeking to address is about understanding the 
       social conditions of knowledge production and exchange as 
       well as its structuring in the curriculum and in pedagogy.
       The central concern is with the on-going social 
       reproduction of inequality through schooling, and 
       exploring whether and how foregrounding specialised 
       knowledge and its access holds the possibility for 
       interrupting it. This book consists of 13 chapters by 
       different authors working in Oceania, Asia, Europe, Africa
       and North America. From very different vantage points the 
       authors focus their theoretical and empirical sights on 
       the assumptions about knowledge that underpin educational 
       processes and the pursuit of more equitable schooling for 
       all."--Provided by publisher. 
650  0 Curriculum planning|xSocial aspects. 
650  0 Curriculum change|xSopcial aspects. 
650  0 Education|xCurricula|xSocial aspects. 
700 1  Barrett, Brian,|d1978-|eeditor. 
700 1  Hoadley, Ursula,|eeditor. 
700 1  Morgan, John,|d1966-|eeditor. 
776 08 |iPrint version: |z9781138083530|w(DLC) 2017009885 
856 40 |uhttps://ezp.lib.unimelb.edu.au/login?url=https://
       www.taylorfrancis.com/books/9781315111360|zConnect to 
       ebook (University of Melbourne only) 
990    University of Melbourne Taylor and Francis Purchased 
       Perpetual Access from 30 April 2019 onwards 
990    Batch Ebook load (bud2) - do not edit, delete or attach 
       any records. 
Location Call No. Status
 UniM INTERNET resource    AVAILABLE