Description
Why Knowledge Matters in Curriculum
A Social Realist Argument
New Studies in Critical Realism and Education (Routledge Critical Realism) Series
Author: Wheelahan Leesa
Language: EnglishSubjects for Why Knowledge Matters in Curriculum:
Keywords
social; realist; argument; critical; realism; horizontal; discourse; vertical; disciplinary; epistemic; Competency Based Training Models; Horizontal Knowledge Structures; Social Realist Argument; Critical Realism; Vertical Discourse; Horizontal Discourses; CBT; Tertiary Education; Marginson 1997a; Critical Realists Argue; PRF; Weak Grammars; Vet Qualification; Society’s Conversation; Hierarchical Knowledge Structure; Intransitive Object; Epistemic Relations; Bernstein’s Analysis; Intransitive Dimension; Society’s Collective Representations; Concrete Sciences; Training Packages; Denies Students Access; Vet Policy; Australian Vet
Publication date: 01-2012
Support: Print on demand
Publication date: 03-2010
· 15.6x23.4 cm · Hardback
Description
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What should we teach in our schools and vocational education and higher education institutions? Is theoretical knowledge still important?
This book argues that providing students with access to knowledge should be the raison d?être of education. Its premise is that access to knowledge is an issue of social justice because society uses it to conduct its debates and controversies.
Theoretical knowledge is increasingly marginalised in curriculum in all sectors of education, particularly in competency-based training which is the dominant curriculum model in vocational education in many countries. This book uses competency-based training to explore the negative consequences that arise when knowledge is displaced in curriculum in favour of a focus on workplace relevance.
The book takes a unique approach by using the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum. Both approaches are increasingly influential in education and the social sciences and the book will be helpful for those seeking an accessible introduction to these complex subjects.
Why Knowledge Matters in Curriculum is a key reading for those interested in the sociology of education, curriculum studies, work-based learning, vocational education, higher education, adult and community education, tertiary education policy and lifelong learning more broadly.
This book takes a unique approach by using the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum, and to elaborate social realism’s critique of constructivism, technical-instrumentalism and neo-conservatism.
Leesa Wheelahan is an associate professor at the L.H. Martin Institute for Higher Education Leadership and Management at the University of Melbourne. Her research interests include vocational knowledge in curriculum, and tertiary education policy and social justice. She is a regular commentator for Campus Review, Australia’s weekly tertiary education newspaper