Deng, Zongyi;
(2025)
Social realism, knowledge and curriculum:
furthering the conversation.
Journal of Curriculum Studies
, 57
(1)
pp. 1-13.
10.1080/00220272.2025.2456954.
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Abstract
Building on the ‘Didaktik Meets Curriculum’ dialogue, this symposium (special issue) seeks to further the ongoing discussion on knowledge and curriculum—recently revitalized by the concept of powerful knowledge—by engaging with social realism in conjunction with Didaktik and curriculum theory. The symposium features two key articles concerning social realism: Johan Muller revisits the early work of Basil Bernstein, while Michael Young examines the foundational ideas of Émile Durkheim. It also presents six response articles authored by scholars from England, the United States, and Finland, each engaging with Muller’s article, Young’s article, or both. Central to this discussion are the following questions: How should social realism be understood on its own terms? Why has it exerted very little influence in the United States, Germany, and other German-speaking countries? In what ways do curriculum theory and Didaktik differ from social realism? And what might constitute a beneficial and productive relationship between social realism, Didaktik, and curriculum theory?
| Type: | Article |
|---|---|
| Title: | Social realism, knowledge and curriculum: furthering the conversation |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/00220272.2025.2456954 |
| Publisher version: | https://doi.org/10.1080/00220272.2025.2456954 |
| Language: | English |
| Additional information: | Copyright © 2025 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. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Social realism; Didaktik; curriculum theory; powerful knowledge; reciprocal learning |
| 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/10211457 |
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