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List of contents
Foreword From ‘social realism’ to ‘knowledge in education’ Michael Young
Chapter 1. Introduction: social realist perspectives on knowledge, curriculum and equity John Morgan, Ursula Hoadley and Brian Barrett
Section 1. Knowledge, curriculum and the social realist project
Chapter 2. Connecting knowledge to democracy Elizabeth Rata
Chapter 3. For knowledge – but what knowledge? Confronting social realism’s curriculum problem John Morgan and David Lambert
Chapter 4. History as knowledge: humanities challenges for a knowledge-based curriculum Lyn Yates
Section 2. Knowledge and the structuring of the curriculum
Chapter 5. A theoretical model of curriculum design: ‘Powerful Knowledge’ and ‘21st Century Learning’ Graham McPhail and Elizabeth Rata
Chapter 6. Pedagogic modality and structure in the recontextualising field of curriculum studies: the South African case Johan Muller and Ursula Hoadley
Chapter 7. Conceptions of knowledge in history teaching Barbara Ormond
Section 3. Curriculum structure and its effects
Chapter 8. Teacher change in a changing moral order: learning from Durkheim Lynne Slonimsky
Chapter 9. Delocating and relocating knowledge: the dynamics of curriculum change in Singapore Leonel Lim
Chapter 10. Recontextualisation and professionalising regions Jim Hordern
Section 4. Pedagogy and the structuring of knowedge
Chapter 11. Flipping the script: teachers’ perceptions of tensions and possibilities within a scripted curriculum Brian Barrett, Anne Burns Thomas and Maria Timberlake
Chapter 12. Scripted lesson plans - what is visible and invisible in visible pedagogy? Yael Shalem
Chapter 13. Pedagogic modalities and the ritualising of pedagogy Zain Davis and Paula Ensor
Summary
Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third in a series of symposia on the 'social realist' case for 'knowledge' in the educational curriculum. The strengths and gaps of the approach are identified and there is critical recognition of the need to incrementally extend the theories through empirical study.
