| Descript |
xiii, 191 pages ; 24 cm |
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text txt rdacontent |
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unmediated n rdamedia |
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volume nc rdacarrier |
| Series |
New studies in critical realism and education |
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New studies in critical realism and education
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| Note |
Includes bibliographical references and index |
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Introduction : what should we teach? -- A Bernsteinian analysis of knowledge and the implications for curriculum -- Evaluation and critique : a modified Bernsteinian basis for curriculum -- What does commitment to realism mean for curriculum? -- The role of the disciplines incurriculum : a critical realist analysis -- How knowledge was dethroned in society and displaced in curriculum -- The crisis of curriculum -- The appropriation of constructivism by instrumentalism : the case of competency-based training -- Conclusion : what type of curriculum do we need? The social realist alternative |
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This study uses the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum, and to elaborate social realism's critique of constructivism, technical-instrumentalism and neo-conservatism |
| Link |
Online version: Wheelahan, Leesa. Why knowledge matters in curriculum. Abingdon, Oxon ; New York, NY : Routledge, 2010 (OCoLC)760787231
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| Subject |
Bernstein, Basil B
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Critical pedagogy
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Critical realism
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Curriculum change
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