是比赛
发表于 2025-3-23 12:26:40
Introduction: Knowledge and the Future of the Curriculum time, been sidelined in education policy developments and debates. These, depending on the national context, have tended instead to emphasise performance standards, accountability, competencies, and skills aimed at producing ‘lifelong learners’ for the twenty-first century global economy.
松鸡
发表于 2025-3-23 17:36:30
Social Realism and the Problem of the Problem of Knowledge in the Sociology of Educationthin the field regarding the question of knowledge (Moore and Maton, 2001). However, as questions of knowledge and curriculum return to the centre stage of educational policy and debate, the sociology of education urgently requires a powerful theory of knowledge in order to positively engage with and influence them (Beck, 2012b).
使满足
发表于 2025-3-23 21:29:08
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ORBIT
发表于 2025-3-23 22:54:14
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Mri485
发表于 2025-3-24 06:00:52
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CLAP
发表于 2025-3-24 06:39:24
2947-5945 ontributors argue that the purpose of education is to provide all students with access to powerful knowledge so that they acquire the means to move beyond their experiences and enhance their lives.978-1-349-49179-7978-1-137-42926-1Series ISSN 2947-5945 Series E-ISSN 2947-5953
aquatic
发表于 2025-3-24 14:45:06
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Gleason-score
发表于 2025-3-24 17:57:07
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感情脆弱
发表于 2025-3-24 22:39:03
‘Neither Existence Nor Future’: The Social Realist Challenge to School Geographytion of a ‘ludic-rous’ curriculum, where knowledge is seen as playful and where the suggestion that there exists (or should exist) a common curriculum is, quite literally, viewed as ludicrous. The challenge that social realism poses for educators is to take knowledge seriously and to assert that kno
承认
发表于 2025-3-25 02:46:02
Powerful Knowledge in History: Disciplinary Strength or Weakened Episteme?story teachers have complete authority to determine the knowledge they teach? Such autonomy places knowledge in a fragile position. There is the potential to deliver powerful knowledge but also the possibility of weakening the subject’s episteme.