UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

A teacher's role in making a given knowledge curriculum into a powerful knowledge curriculum

Gong, Q; Brooks, C; Duan, Y; (2021) A teacher's role in making a given knowledge curriculum into a powerful knowledge curriculum. Geography , 106 (1) pp. 39-48. 10.1080/00167487.2020.1862591. Green open access

[thumbnail of Brooks_Gong et al Geography.pdf]
Preview
Text
Brooks_Gong et al Geography.pdf - Accepted Version

Download (281kB) | Preview

Abstract

Through examining the case of one senior high school geography teacher who has an understanding of powerful knowledge, this article presents the possibility of making a given geographical knowledge-based curriculum into a powerful geographical knowledge-based curriculum in China. The article argues that a curriculum based on powerful geographical knowledge can avoid the dangers anticipated with the ongoing competencies- based geography curriculum reform in China. In addition, the article demonstrates how the case study teacher’s pedagogical practice echoes some of the principles of Bernstein’s notion of ‘visible pedagogies’, namely strong classification strong framing (+C+F). The article discusses how ‘visible pedagogies’ could provide an approach to the absence of pedagogy in a powerful knowledge-based curriculum. The article argues that it is within the power of individual teachers to use ‘visible pedagogies’ to make a given knowledge-based curriculum into a powerful knowledge-based curriculum.

Type: Article
Title: A teacher's role in making a given knowledge curriculum into a powerful knowledge curriculum
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/00167487.2020.1862591
Publisher version: https://doi.org/10.1080/00167487.2020.1862591
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.
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/10121780
Downloads since deposit
81Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item