TY  - JOUR
TI  - Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene
KW  - interdisciplinarity
KW  -  disciplines
KW  -  religious education
KW  -  geography
KW  -  values
KW  -  ethics
KW  -  curriculum
KW  -  sustainability
KW  -  Anthropocene
KW  -  powerful knowledge
UR  - https://doi.org/10.14324/LRE.20.1.23
PB  - Taylor & Francis
Y1  - 2022/01/05/
VL  - 20
A1  - Stones, Alexis
A1  - Mitchell, David
N2  - This article makes the case for repositioning values and ethics as central to understanding how curriculum knowledge can be educationally powerful. Disciplinary knowledge can help individuals make sense of the present, explore alternative futures and participate in society, making ethical choices about how to live. This, however, depends on particular relationships between curriculum, disciplinary knowledge, values and ethical perspectives. We argue that the recent research agenda exploring disciplinary knowledge underplays the values dimension in how curriculum knowledge is constructed and used. First, we give an overview of the recent thrust of curriculum debates in subject education communities, placing this in some historical context. Here, we recognise the need to make a robust case for school subjects and their important relationship with disciplines. We go on to examine some arguments around the role of knowledge in curriculum. Taking the concept of the Anthropocene (the human epoch of the planet) and from our perspectives as geography and religious education educators, we propose a focus on ethical disposition and interdisciplinarity to make the values dimensions of curriculum knowledge more visible.
IS  - 1
JF  - London Review of Education
AV  - public
ID  - discovery10152852
SN  - 1474-8460
N1  - Copyright © 2022, David Mitchell and Alexis Stones. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.
ER  -