eprintid: 10152852
rev_number: 8
eprint_status: archive
userid: 699
dir: disk0/10/15/28/52
datestamp: 2022-07-29 10:02:33
lastmod: 2022-11-14 13:26:55
status_changed: 2022-07-29 10:02:33
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Stones, Alexis
creators_name: Mitchell, David
title: Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene
ispublished: pub
subjects: PRESS
divisions: B14
divisions: J78
divisions: B16
divisions: UCL
keywords: interdisciplinarity, disciplines, religious education, geography, values, ethics, curriculum, sustainability, Anthropocene, powerful knowledge
note: 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.
abstract: 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.
date: 2022-01-05
date_type: published
publisher: Taylor & Francis
official_url: https://doi.org/10.14324/LRE.20.1.23
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1967300
doi: 10.14324/LRE.20.1.23
lyricists_name: Stones, Alexis
lyricists_id: ASTON30
actors_name: Flynn, Bernadette
actors_id: BFFLY94
actors_role: owner
full_text_status: public
publication: London Review of Education
volume: 20
number: 1
article_number: 23
issn: 1474-8460
citation:        Stones, Alexis;    Mitchell, David;      (2022)    Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene.                   London Review of Education , 20  (1)    , Article 23.  10.14324/LRE.20.1.23 <https://doi.org/10.14324/LRE.20.1.23>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10152852/1/Lond_Rev_Educ-20-23.pdf