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Emerging Perspectives from Social Realism on Knowledge and Education
This book brings the key ideas and concepts of social realism to bear on current debates in the fields of knowledge and curriculum. The key concern of this collection is to highlight matters related to knowledge and the influence these dimensions have on the formation of curricula, pedagogy, identity, and equity in educational contexts. Presenting new perspectives on the place of various types and forms of knowledge in contemporary education, this book explores two central questions, ‘what type of knowledge is most important to include in a curriculum?’ and ‘what is meant by disciplinary knowledge?’ The chapters use empirical examples to illustrate how the issues play out on a global...
The Recognition of Prior Learning
A guide for academics, planners, policy-makers and practitioners who deal with the Recognition of Prior Learning (RPL). It presents the theoretical perspectives developed to illuminate the complex relationships between context and RPL practice.
Identity, Diversity and Teaching for Social Justice
In recent times, educational reformers have proposed ways of using education to reduce inequality, overcome discriminatory values and attitudes, and alleviate social problems. An increasing number of language theorists and practitioners contends that in order to reduce inequality it is essential to address the personal, cultural, and political implications of language teaching. Awareness of these factors activate the need to gain deeper insight into the personal and professional nuances of teachers' lives. The gap between sociolinguistic theory and educational practice points to the fact that linguists and educationists themselves carry the prejudices of particular social, ideological, cultu...
Towards Powerful Educational Knowledge
This book explores what constitutes valid or powerful educational knowledge and the role of educational theorising in questions of educational practice. It examines the challenges facing the ‘deliberative’ educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the ‘what works’ agenda in global educational reform and internal fragmentation within the traditions themselves. By examining the potential for the reconfiguration or reconstruction of these traditions, the book explores the possibility of reinvigorating deliberative educational theorising in ways that could provide ...
Systematic Reviews of Research in Basic Education in South Africa
Maringe ought to be commended for putting together an invaluable contribution to our understanding of research into a complex education system in South Africa. This volume provides a useful foundation to the current state of education quality in South Africa including the impact of interventions. It also brings to the fore challenges still facing education transformation. The evidence presented which, taken together, lays out a coherent view of how improvements could be made. Albert Chanee Head of Planning, Gauteng Department of Education For too long the weight of educational scholarship produced in South Africa has been limited to that simple and standard form called the literature review....
Rethinking Knowledgeable Practice in Education
The concepts of knowledge and practice are frequently discussed in education – but what is meant by these ideas, and how do they relate to each other? Drawing on recent research, this book breaks new ground to provide novel approaches to conceptualising educational practice, educational judgement and professional knowledge. This text focuses on the relationship between knowledge and practice in the study of education, developing the notion of ‘knowledgeable practice’ with the aim of rethinking how we understand the knowledge-practice relation in fields such as professional and vocational education, teaching and curriculum studies. It builds on studies in the sociology of educational knowledge and on theories of expertise and practice which emerge from more philosophical traditions. By developing a nuanced notion of the relation between knowledge and practice that can serve in the further exploration of policy and practice contexts in education, this book encourages critical engagement with how education is conceptualised in the light of the ongoing and emerging challenges that educators are facing today.
Prophets and Profits
Publisher description
The Language of Inclusive Education
The Language of Inclusive Education is an insightful text which considers the writing, speaking, reading and hearing of inclusive education. Based on the premise that humans use language to construct their worlds and their realities, this book is concerned with how language works to determine what we know and understand about issues related to in/exclusion in education. Using a variety of analytical tools, the author exposes language-at-work in academic and popular literature and in policy documents. Areas of focus include: What inclusive education means and how it is defined How metaphor works to position inclusive education How textbooks construct inclusive education How we use language to build what we understand to be difference and disability, with particular reference to AD(H)D and Asperger’s Syndrome Listening to children and young people as a means to promote inclusion in schools Woven through this volume is the argument for a more critical awareness of how we use language in the field that we call ‘inclusive education’. This book is a must-read for any individual studying, practicing or an interest in inclusion and exploring the associations with language.
Curriculum and the Specialization of Knowledge
This book presents a new way for educators at all levels - from early years to university - to think about curriculum priorities. It focuses on the curriculum as a form of specialised knowledge, optimally designed to enable students to gain access to the best knowledge available in any field. Papers jointly written by the authors over the last eight years are revised for this volume. It draws on the sociology of knowledge and in particular the work of Emile Durkheim and Basil Bernstein, opening up the possibilities for collaborative inter-disciplinary enquiry with historians, philosophers and psychologists. Although primarily directed to researchers, university teachers and graduate students, its arguments about specialised knowledge have profound implications for policy makers.
Knowledge, Expertise and the Professions
It has long been recognised that specialised knowledge is at the core of what distinguishes professions from other occupations. The privileged status of professions in most countries, however, together with their claims to autonomy and access to specialised knowledge, is being increasingly challenged both by market pressures and by new instruments of accountability and regulation. Established and emerging professions are increasingly seen as either the solution, or as sources of conservatism and resistance to change in western economies, and recent developments in professional education draw on a competence model which emphasises what newly qualified members of a profession ‘can do’ rath...
