Deng, Zongyi;
(2022)
Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries.
Journal of Curriculum Studies
, 54
(5)
pp. 599-617.
10.1080/00220272.2022.2089538.
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Abstract
Building on and going beyond Young and Muller’s theory of powerful knowledge, this article seeks to articulate a model of a future-oriented, knowledge-rich curriculum by invoking David Lambert’s capabilities approach and Bildung-centred Didaktik. The curriculum is knowledge rich in three respects. First, it is informed by a vision of education centrally concerned with the cultivation of human powers (understanding, capabilities, dispositions) predicated on the contribution of knowledge. Second, the construction of a school subject—in the form of curriculum frameworks, syllabuses, and guidelines–entails selecting and organizing content in terms of educational potential and its realization in classrooms. Third, classroom teaching entails unlocking the educational potential of the content of a school subject for developing human powers. The curriculum is future-oriented in the sense that it aims at the formation of autonomous and responsible individuals who can thrive and flourish in the present and future world.
| Type: | Article |
|---|---|
| Title: | Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/00220272.2022.2089538 |
| Publisher version: | https://doi.org/10.1080/00220272.2022.2089538 |
| Language: | English |
| Additional information: | Copyright © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| Keywords: | Powerful knowledge, content, educational potential, curriculum making, curriculum thinking, Bildung-centredDidaktik |
| UCL classification: | 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 UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10150765 |
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