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Powerful knowledge, transformations and Didaktik /curriculum thinking

Deng, Z; (2022) Powerful knowledge, transformations and Didaktik /curriculum thinking. British Educational Research Journal , Article berj.374. 10.1002/berj.3748. (In press). Green open access

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Abstract

From the vantage point of knowledge transformations entailed in curriculum making, this article seeks to contribute to a rethinking of the concept of powerful knowledge. It makes a case for linking the teaching of content knowledge to the development of human powers (understanding, ways of thinking, capabilities and dispositions) by way of knowledge transformations. The article starts by examining three perspectives or contributions to knowledge transformations: (1) Bernstein’s recontextualisation; (2) Chevallard’s didactic transposition; and (3) Gericke et al.’s transformations. This is followed by a discussion of what transformations entail from the perspective of Bildung-centred Didaktik, and what transformations mean in today’s context if education is centrally concerned with the development of human powers. It concludes by questioning the conflation of powerful knowledge with disciplinary knowledge.

Type: Article
Title: Powerful knowledge, transformations and Didaktik /curriculum thinking
Open access status: An open access version is available from UCL Discovery
DOI: 10.1002/berj.3748
Publisher version: https://doi.org/10.1002/berj.3748
Language: English
Additional information: © 2021 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Keywords: curriculum making, curriculum thinking, transformation, Bildung-centred Didaktik, knowledge, content, competences
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/10131453
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