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Knowledge Production, Policy and Practice in Education: Social Realist Explorations of Curriculum, Teaching and Research brings together theoretical and empirical enquiries into curricula, pedagogy and assessment, informed by the influential traditions of social realism and Basil Bernstein's sociology of education. The edited volume provides tools for understanding persistent educational inequalities and approaches to inclusive educational systems.
The book is an edited collection of chapters by scholars of the sociology of education who focus on knowledge, curriculum and pedagogy working in Africa, Oceania, Europe, North America and South America. Each chapter extends scholarly debate around knowledge production and exchange, knowledge and the curriculum, and knowledge and professional practice. Collectively, the chapters offer an insight into the dynamic relationships among educational systems, policies, teacher education and teaching practice.
Ultimately enabling readers to see how social realist ideas around knowledge can be employed across different scales and contexts of educational practice, this book will be of interest to scholars, researchers and postgraduate students in the fields of the sociology of education, social realism, and curriculum studies. Education professionals, including teacher educators, and those working in policy will also benefit from this book.
List of contents
1 Introduction: Mapping the explorationsGrace Healy, Di Swift and Brian BarrettPart I: Knowledge production and practice2 Against the closing of educational thought: Open concepts and educational researchBrian Barrett and Jim Hordern3 Exploring Bernstein's conception of 'framing' for researching students' epistemological access in digitally-mediated learning environmentsLara Karassellos 4 Developing recognition for teachers' intellectual work: A view on recontextualisation that starts from the teacherGrace HealyPart II: Knowledge and the curriculum5 Can history textbooks be a source of 'powerful knowledge'?: The case of Jerzy Popie¿uszko in PolandDobrochna Hildebrandt-Wypych and Daria Hejwosz-Gromkowska 6 Re-imagining the curriculum: A case study of the knowledge turn in New Zealand and FlandersJasper Nijlunsing, Elizabeth Rata, Astrid Geudens, Tim Surma, Daniel Muijs and Claudio Vanhees7 An analysis of the pedagogic discourse in a Brazilian curriculum proposal for Portuguese language teaching Cláudia Valentina Assumpção Galian and Émerson de Pietri Part III: Knowledge in professional contexts 8 Challenging genericism: What is at stake for curriculum and teacher development? Christine Counsell and Grace Healy9 Finnish primary teachers amidst the power struggles of the pedagogic deviceAmna Khawaja 10 Roles of vocational teachers and teacher educators in knowledge production and exchangeGavin Moodie and Leesa Wheelahan 11 Pedagogy, pedagogic relations and professionalisation in teacher educationDi SwiftPart IV: Conclusion12 Furthering our explorations of knowledge production policies and practices Grace Healy, Di Swift and Brian Barrett
About the author
Grace Healy is Education Director (Secondary), David Ross Education Trust, UK, Honorary Associate Professor, IOE, UCL's Faculty of Education and Society, UK & Honorary Research Fellow, University of Oxford, UK
Di Swift is Associate Lecturer, Primary Education, The Open University, UK & Honorary Fellow, Institute for Social Inclusion, Keele University, UK
Brian Barrett is Professor in the Foundations and Social Advocacy Department, State University of New York at Cortland, USA
