eprintid: 10089825
rev_number: 16
eprint_status: archive
userid: 608
dir: disk0/10/08/98/25
datestamp: 2020-01-16 14:14:22
lastmod: 2021-10-16 22:49:44
status_changed: 2020-01-16 14:14:22
type: article
metadata_visibility: show
creators_name: Deng, Z
title: Bringing curriculum theory and didactics together: a Deweyan perspective
ispublished: pub
divisions: UCL
divisions: B16
divisions: B14
divisions: J78
keywords: curriculum theory, didactics, Didaktik, curriculum, teaching, John Dewey, the Practical
note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: Using Dewey’s method of resolution for resolving a dualism exemplified in The Child and the Curriculum, this article reconciles and brings together two rival schools of thought – curriculum theory and didactics – in China. The central thesis is that the rapprochement requires a reconceptualisation of curriculum theory and didactics in light of the Practical and the German Didaktik tradition, respectively, together with an understanding of their complementary relationship within the societal, institutional and instructional contexts of schooling. The article concludes by drawing implications for reconstructing curriculum theory and didactics within the context of China’s recent curriculum reform and for the international dialogue of curriculum vs. Didaktik.
date: 2016
date_type: published
publisher: Informa UK Limited
official_url: https://doi.org/10.1080/14681366.2015.1083465
oa_status: green
full_text_type: other
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1739816
doi: 10.1080/14681366.2015.1083465
lyricists_name: Deng, Zongyi
lyricists_id: ZDENG73
actors_name: Allington-Smith, Dominic
actors_id: DAALL44
actors_role: owner
full_text_status: public
publication: Pedagogy, Culture & Society
volume: 24
number: 1
pagerange: 75-99
citation:        Deng, Z;      (2016)    Bringing curriculum theory and didactics together: a Deweyan perspective.                   Pedagogy, Culture & Society , 24  (1)   pp. 75-99.    10.1080/14681366.2015.1083465 <https://doi.org/10.1080/14681366.2015.1083465>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10089825/1/Deng_Curriculum%20theory%20and%20didactics_in%20press.pdf