Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene

Advanced search
Browse by:

Department | Year

UCL Theses | Latest

Deposit your research

Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene

Stones, Alexis; Mitchell, David; (2022) Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene. London Review of Education , 20 (1) , Article 23. 10.14324/LRE.20.1.23. Green open access

Preview

Text
Lond_Rev_Educ-20-23.pdf - Published Version
Download (302kB) | Preview

Abstract

This article makes the case for repositioning values and ethics as central to understanding how curriculum knowledge can be educationally powerful. Disciplinary knowledge can help individuals make sense of the present, explore alternative futures and participate in society, making ethical choices about how to live. This, however, depends on particular relationships between curriculum, disciplinary knowledge, values and ethical perspectives. We argue that the recent research agenda exploring disciplinary knowledge underplays the values dimension in how curriculum knowledge is constructed and used. First, we give an overview of the recent thrust of curriculum debates in subject education communities, placing this in some historical context. Here, we recognise the need to make a robust case for school subjects and their important relationship with disciplines. We go on to examine some arguments around the role of knowledge in curriculum. Taking the concept of the Anthropocene (the human epoch of the planet) and from our perspectives as geography and religious education educators, we propose a focus on ethical disposition and interdisciplinarity to make the values dimensions of curriculum knowledge more visible.

Type:	Article
Title:	Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene
Open access status:	An open access version is available from UCL Discovery
DOI:	10.14324/LRE.20.1.23
Publisher version:	https://doi.org/10.14324/LRE.20.1.23
Language:	English
Additional information:	Copyright © 2022, David Mitchell and Alexis Stones. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.
Keywords:	interdisciplinarity, disciplines, religious education, geography, values, ethics, curriculum, sustainability, Anthropocene, powerful knowledge
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/10152852