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Research Handbook on Curriculum and Education
This incisive Handbook brings together a wealth of innovative research from international curriculum and education experts to ask the question: what knowledge should be taught in school, how should it be taught, and for what purpose?
More Information
Critical Acclaim
Contributors
Contents
More Information
This incisive Handbook brings together a wealth of innovative research from international curriculum and education experts to ask the question: what knowledge should be taught in school, how should it be taught, and for what purpose?
Providing a comprehensive account of curriculum history, philosophy, and recent theoretical developments, the Handbook explores timely debates concerning the national curriculum in countries across Asia, Australasia, Eastern and Western Europe and countries in the American continents such as Brazil and Canada. Chapters delve into the relationship between curriculum and democracy, focusing on specific school subjects to examine what the recontextualisation of rational knowledge means for subject selection and design. Opening up a three-way conversation between Didaktik theory, social realism, and cognitive psychology, the Research Handbook puts forward a novel and powerful research programme in curriculum studies.
This innovative Handbook will be an indispensable resource for academics and postgraduate students of curriculum studies, education policy, and education management. Its discussion of new generative research programmes will also benefit education policy makers and analysts.
Providing a comprehensive account of curriculum history, philosophy, and recent theoretical developments, the Handbook explores timely debates concerning the national curriculum in countries across Asia, Australasia, Eastern and Western Europe and countries in the American continents such as Brazil and Canada. Chapters delve into the relationship between curriculum and democracy, focusing on specific school subjects to examine what the recontextualisation of rational knowledge means for subject selection and design. Opening up a three-way conversation between Didaktik theory, social realism, and cognitive psychology, the Research Handbook puts forward a novel and powerful research programme in curriculum studies.
This innovative Handbook will be an indispensable resource for academics and postgraduate students of curriculum studies, education policy, and education management. Its discussion of new generative research programmes will also benefit education policy makers and analysts.
Critical Acclaim
‘Education has become a battleground for binary-positions over what we should teach and how. The Research Handbook on Curriculum and Education provides an authoritative set of accounts to enable the reader to navigate and understand the rich theoretical, practical and contextual influences that inform this complex and contested landscape.’
– Clare Brooks, University of Cambridge, UK
‘The Research Handbook on Curriculum and Education is an inspiring volume that profoundly combats superficial understandings of curriculum issues and the nature of knowledge. These scholars open up key avenues for deeper understandings of how the educational system can advance its core – to make knowledge accessible for new generations and to shape new generations'' capacity to advance insights and enhance knowledge.’
– Björn Åstrand, Umeå University, Sweden
‘The Research Handbook on Curriculum and Education assembles contributions from leading scholars whose works focus on curriculum and schooling. The contributions focus on how socio-political vectors play a role in the making, enactment, and outcomes of school curricula. The Handbook is essential reading for scholars who have an interest in studying school curricula and those involved in researching teacher education.’
– Lesley Le Grange, Stellenbosch University, South Africa
‘This Handbook is a crucially important text at a time when curriculum is at the forefront of many educators'' minds. It provides a powerful opportunity to revisit the core principles and theory around curriculum that underpin all that we do in schools.’
– Cat Scutt, Chartered College of Teaching, UK
‘The Research Handbook on Curriculum and Education will be of use to anyone – whether a teacher, parent, educationist, or policy maker – who cares about providing the best education for our children.’
– Lawrence Goldman, St. Peter’s College, University of Oxford, UK
''The Research Handbook on Curriculum and Education is important for all History teachers. It recognises that the History curriculum must draw from the discipline so that what is taught to children and young people is the objective study of past events that are independently verifiable, empirically substantiated, and open to ongoing critique and revision as new evidence comes to light.''
– Robert Tombs, Emeritus Professor, University of Cambridge, UK
‘The Research Handbook on Curriculum and Education offers a significant and exhaustive inquiry into the theoretical underpinnings, methodologies, and practical applications of curriculum design and development. It not only encapsulates profound theoretical perspicacity but also provides pragmatic recommendations. Forty comprehensive chapters from international curriculum experts will assist in promoting educational quality on a worldwide canvas.’
– Ryan Zhang, Shaanxi Normal University, People’s Republic of China
‘Contributors to this outstanding anthology include historians, philosophers, sociologists, psychologists, educators, didactitians, and literary scholars from 18 countries. The acquisition of universal, yet fallible and revisable knowledge, as the core curriculum principle is defended. Issues of design, transformation, implementation, politics, powerful knowledge, and teacher education are addressed in national contexts.’
– Michael R. Matthews, University of New South Wales, Australia
– Clare Brooks, University of Cambridge, UK
‘The Research Handbook on Curriculum and Education is an inspiring volume that profoundly combats superficial understandings of curriculum issues and the nature of knowledge. These scholars open up key avenues for deeper understandings of how the educational system can advance its core – to make knowledge accessible for new generations and to shape new generations'' capacity to advance insights and enhance knowledge.’
– Björn Åstrand, Umeå University, Sweden
‘The Research Handbook on Curriculum and Education assembles contributions from leading scholars whose works focus on curriculum and schooling. The contributions focus on how socio-political vectors play a role in the making, enactment, and outcomes of school curricula. The Handbook is essential reading for scholars who have an interest in studying school curricula and those involved in researching teacher education.’
– Lesley Le Grange, Stellenbosch University, South Africa
‘This Handbook is a crucially important text at a time when curriculum is at the forefront of many educators'' minds. It provides a powerful opportunity to revisit the core principles and theory around curriculum that underpin all that we do in schools.’
– Cat Scutt, Chartered College of Teaching, UK
‘The Research Handbook on Curriculum and Education will be of use to anyone – whether a teacher, parent, educationist, or policy maker – who cares about providing the best education for our children.’
– Lawrence Goldman, St. Peter’s College, University of Oxford, UK
''The Research Handbook on Curriculum and Education is important for all History teachers. It recognises that the History curriculum must draw from the discipline so that what is taught to children and young people is the objective study of past events that are independently verifiable, empirically substantiated, and open to ongoing critique and revision as new evidence comes to light.''
– Robert Tombs, Emeritus Professor, University of Cambridge, UK
‘The Research Handbook on Curriculum and Education offers a significant and exhaustive inquiry into the theoretical underpinnings, methodologies, and practical applications of curriculum design and development. It not only encapsulates profound theoretical perspicacity but also provides pragmatic recommendations. Forty comprehensive chapters from international curriculum experts will assist in promoting educational quality on a worldwide canvas.’
– Ryan Zhang, Shaanxi Normal University, People’s Republic of China
‘Contributors to this outstanding anthology include historians, philosophers, sociologists, psychologists, educators, didactitians, and literary scholars from 18 countries. The acquisition of universal, yet fallible and revisable knowledge, as the core curriculum principle is defended. Issues of design, transformation, implementation, politics, powerful knowledge, and teacher education are addressed in national contexts.’
– Michael R. Matthews, University of New South Wales, Australia
Contributors
Contributors include: Greg Ashman Brian Barrett, Brian Boyd, Erik Bratland, Ban Heng Choy, Tessa Daffern, Melissa Derby, Jaguthsing Dindyal, Newton Duarte, Michaela Dvořáková, Dominik Dvořák, David C. Geary, Niklas Gericke, Clarence Green, Ursula Hoadley, Jim Hordern, Brian Hudson, Prakash Iyer, Jonathan Jansen, Michael Johnston, James Kierstead, Mary Macken-Horarik, Edit McIntosh, Claire McLachlan, Graham McPhail, Gavin Moodie, Paul Moon, Stavros Moutsios, Johan Muller, Roger Openshaw, Richard Pountney, Mikko Puustinen, Elizabeth Rata, Baptiste Roucau, Alka Sehgal Cuthbert, Joseph Smith, Alex Standish, Martin Stolare, John Sweller, Diane Swift, Revaz Tabatadze, Charlene Tan, Xiaoming Tian, Frances Widdowson, Ilmi Willbergh, Arie Wilschut, Sandra Wu Pinhui
Contents
Contents
Introduction: social realism, didaktik, and cognitive science in curriculum and
education 1
Elizabeth Rata
PART I CURRICULUM: HISTORY, PHILOSOPHY, AND THEORY
1 Education for science and democracy 21
Michael Johnston, James Kierstead, and Baptiste Roucau
2 Politics, knowledge, and education in Classical Athens 39
Stavros Moutsios
3 Historical consciousness and democracy 50
Arie Wilschut
4 A philosophical defence of liberal education 64
Alka Sehgal Cuthbert
5 Rob Moore, social realism, and the sociology of education and knowledge 79
Brian Barrett
6 Epistemic traces and the structures of knowledge 90
Johan Muller
7 Disciplines and subjects 101
Jim Hordern
8 Tradition and renewal in the geography curriculum 112
Alex Standish
9 Beyond curriculum binaries: subjects and competencies 129
Ursula Hoadley
10 Cognitive theory: implications for curriculum knowledge 146
David C. Geary
11 Cognitive load theory and the curriculum 156
John Sweller
PART II KNOWLEDGE STRUCTURES AND THE CURRICULUM
12 Significance of teaching content 169
Ilmi Willbergh
13 History education in primary school: knowledge and traditions 180
Martin Stolare
14 From discipline to school subject: a biology example 192
Niklas Gericke
15 Teaching science epistemology 206
Edit McIntosh and Michael Johnston
16 Teaching writing conventions 228
Tessa Daffern
17 Vocabulary for academic literacy 245
Clarence Green and Claire McLachlan
18 The Curriculum Design Coherence Model 262
Elizabeth Rata
19 Teacher education and the curriculum 281
Richard Pountney and Diane Swift
20 Professional knowledge for mathematics teaching 293
Brian Hudson
21 Signature pedagogies for pedagogical leadership 303
Wu Pinhui Sandra and Charlene Tan
PART III CURRICULUM SUBJECTS FOR TEACHING
22 Literature for education 315
Brian Boyd
23 Politicised literacy in the teaching of reading and writing 330
Melissa Derby
24 Music and the contested nature of knowledge 343
Graham McPhail
25 History in the curriculum 354
Joseph Smith
26 A compulsory history curriculum: the New Zealand case 368
Paul Moon
27 Teaching mathematics: a cognitive load theory account 379
Greg Ashman
28 Grammar and powerful knowledge in school English: an Australian perspective 389
Mary Macken-Horarik
29 Knowledge in vocational education 406
Gavin Moodie
PART IV NATIONAL CURRICULUM
30 Theoretical knowledge in the Brazilian school curriculum 422
Newton Duarte
31 Teachers and school subjects in Finland 433
Mikko Puustinen
32 Czechia: beyond the communist-democratic dichotomy 444
Michaela Dvoř‡kov‡ and Dominik Dvoř‡k
33 Georgia: transformation of the national curriculum 455
Revaz Tabatadze and Dominik Dvoř‡k
34 Political education in a pluralistic society: the India example 468
Prakash Iyer
35 Core socialist values and curriculum policy in China 480
Xiaoming Tian
36 Struggles over knowledge after apartheid in South Africa 495
Jonathan Jansen
37 Secularism and education in New Zealand 509
Roger Openshaw
38 Land-based education in Canada 521
Frances Widdowson
39 The Singapore mathematics curriculum: influences and confluences 536
Ban Heng Choy and Jaguthsing Dindyal
40 Knowledge in the new Norwegian curriculum 552
Erik Bratland
Introduction: social realism, didaktik, and cognitive science in curriculum and
education 1
Elizabeth Rata
PART I CURRICULUM: HISTORY, PHILOSOPHY, AND THEORY
1 Education for science and democracy 21
Michael Johnston, James Kierstead, and Baptiste Roucau
2 Politics, knowledge, and education in Classical Athens 39
Stavros Moutsios
3 Historical consciousness and democracy 50
Arie Wilschut
4 A philosophical defence of liberal education 64
Alka Sehgal Cuthbert
5 Rob Moore, social realism, and the sociology of education and knowledge 79
Brian Barrett
6 Epistemic traces and the structures of knowledge 90
Johan Muller
7 Disciplines and subjects 101
Jim Hordern
8 Tradition and renewal in the geography curriculum 112
Alex Standish
9 Beyond curriculum binaries: subjects and competencies 129
Ursula Hoadley
10 Cognitive theory: implications for curriculum knowledge 146
David C. Geary
11 Cognitive load theory and the curriculum 156
John Sweller
PART II KNOWLEDGE STRUCTURES AND THE CURRICULUM
12 Significance of teaching content 169
Ilmi Willbergh
13 History education in primary school: knowledge and traditions 180
Martin Stolare
14 From discipline to school subject: a biology example 192
Niklas Gericke
15 Teaching science epistemology 206
Edit McIntosh and Michael Johnston
16 Teaching writing conventions 228
Tessa Daffern
17 Vocabulary for academic literacy 245
Clarence Green and Claire McLachlan
18 The Curriculum Design Coherence Model 262
Elizabeth Rata
19 Teacher education and the curriculum 281
Richard Pountney and Diane Swift
20 Professional knowledge for mathematics teaching 293
Brian Hudson
21 Signature pedagogies for pedagogical leadership 303
Wu Pinhui Sandra and Charlene Tan
PART III CURRICULUM SUBJECTS FOR TEACHING
22 Literature for education 315
Brian Boyd
23 Politicised literacy in the teaching of reading and writing 330
Melissa Derby
24 Music and the contested nature of knowledge 343
Graham McPhail
25 History in the curriculum 354
Joseph Smith
26 A compulsory history curriculum: the New Zealand case 368
Paul Moon
27 Teaching mathematics: a cognitive load theory account 379
Greg Ashman
28 Grammar and powerful knowledge in school English: an Australian perspective 389
Mary Macken-Horarik
29 Knowledge in vocational education 406
Gavin Moodie
PART IV NATIONAL CURRICULUM
30 Theoretical knowledge in the Brazilian school curriculum 422
Newton Duarte
31 Teachers and school subjects in Finland 433
Mikko Puustinen
32 Czechia: beyond the communist-democratic dichotomy 444
Michaela Dvoř‡kov‡ and Dominik Dvoř‡k
33 Georgia: transformation of the national curriculum 455
Revaz Tabatadze and Dominik Dvoř‡k
34 Political education in a pluralistic society: the India example 468
Prakash Iyer
35 Core socialist values and curriculum policy in China 480
Xiaoming Tian
36 Struggles over knowledge after apartheid in South Africa 495
Jonathan Jansen
37 Secularism and education in New Zealand 509
Roger Openshaw
38 Land-based education in Canada 521
Frances Widdowson
39 The Singapore mathematics curriculum: influences and confluences 536
Ban Heng Choy and Jaguthsing Dindyal
40 Knowledge in the new Norwegian curriculum 552
Erik Bratland
