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Constructing ‘powerful’ curriculum theory

Deng, Z; (2021) Constructing ‘powerful’ curriculum theory. Journal of Curriculum Studies , 53 (2) pp. 179-196. 10.1080/00220272.2021.1887361. Green open access

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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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