Hordern, J;
Muller, J;
Deng, Z;
(2021)
Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik.
Journal of Curriculum Studies
, 53
(2)
pp. 143-152.
10.1080/00220272.2021.1891575.
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Abstract
This paper introduces a special issue which aims to address the challenges facing the ‘deliberative’ educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the ‘what works’ agenda in global educational reform and internal fragmentation within the traditions themselves. By examining the potential for the reconfiguration or reconstruction of these traditions, we ask whether it is possible to reinvigorate a ‘powerful’ educational knowledge that could provide a meaningful basis for educators to conceptualize their practice, and a robust response to policies that seek to narrow educational activity to a focus solely on learning outcomes and technical efficiency.
| Type: | Article |
|---|---|
| Title: | Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/00220272.2021.1891575 |
| Publisher version: | https://doi.org/10.1080/00220272.2021.1891575 |
| 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: | Curriculum; educational theory; teacher knowledge; disciplines of education; comparative studies; professional knowledge |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices 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/10129179 |
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