Deng, Z;
(2021)
Constructing ‘powerful’ curriculum theory.
Journal of Curriculum Studies
, 53
(2)
pp. 179-196.
10.1080/00220272.2021.1887361.
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Abstract
This article addresses how ‘powerful’ curriculum theory might be constructed from the perspective of the German Didaktik tradition—highly compatible with Schwab’s the Practical. To start with, I scrutinize Joseph Schwab’s model of curriculum planning and Wolfgang Klafki’s model of lesson preparation and examine two theories of content that underpin the two models. Invoking the German Didaktik tradition, I next explicate a distinctive form of theorizing that yields powerful curriculum/Didaktik theory. I argue that Didaktik, together with the Practical, provides a viable way of constructing powerful curriculum theory—exemplified by a theory of knowledge and a theory of content—in the current context. I conclude by drawing implications for our understanding of the powers of professional educational knowledge and for tackling the current crisis in educational theory.
| Type: | Article |
|---|---|
| Title: | Constructing ‘powerful’ curriculum theory |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/00220272.2021.1887361 |
| Publisher version: | https://doi.org/10.1080/00220272.2021.1887361 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| Keywords: | Powerful educational knowledge, curriculum theory, bildung-centred Didaktik, pädagogik, the Practical, schwab |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10111425 |
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