Curriculum and the Specialization of Knowledge

Studies in the sociology of education

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Educational Reform
Cover of the book Curriculum and the Specialization of Knowledge by Michael Young, Johan Muller, Taylor and Francis
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Author: Michael Young, Johan Muller ISBN: 9781317600411
Publisher: Taylor and Francis Publication: September 7, 2015
Imprint: Routledge Language: English
Author: Michael Young, Johan Muller
ISBN: 9781317600411
Publisher: Taylor and Francis
Publication: September 7, 2015
Imprint: Routledge
Language: English

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.

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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.

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