Results 71 to 80 of about 336,821 (261)
Powerful knowledge and the 2022 Swedish social studies curriculum
The Curriculum Journal, EarlyView.Abstract In the 21st century, the idea that students should have opportunities to develop powerful knowledge has been influential in educational research. Social realism as an educational philosophy, and a focus on knowledge derived from academic disciplines, have been advanced as an alternative to social constructivism and traditionalism as a basis ...
Mattias Börjesson +1 more
wiley +1 more source
The Curriculum Journal, EarlyView.Abstract This paper refers to the concept of ‘historical thinking’ as it appears in the three versions of the recent Greek History Curriculum for primary school. It is a comparative study of the discourse of the three versions of the recent history curriculum for primary school.
Kyriaki Fardi
wiley +1 more source
The physical education curriculum in alternative provision schools in England: A Gramscian critique
The Curriculum Journal, EarlyView.Abstract Curriculum is at the heart of education. It has been said that a broad and balanced physical education curriculum can contribute to young people developing socially, cognitively, affectively, and physically. As such, in this article, we draw on Antonio Gramsci's ideas of culture, power, and ideology to explore the physical education curriculum
Anthony J. Maher +4 more
wiley +1 more source
Itinerant curriculum theory: People's theory against the field's epistemicidal ethos
The Curriculum Journal, EarlyView.Abstract The field of curriculum studies suffers from a glaring theoretical impasse. Much of this impasse has been rightly attributed to the triumphalism of the neoliberal wave that has massacred the educational hemisphere with policies and practices that reduce pedagogy to an instrumentalist praxis directly associated with the thirsty desires and ...
João M. Paraskeva
wiley +1 more source
The Curriculum Journal, EarlyView.Abstract Education, including school education, is widely understood as fundamental to a just response to global climate and ecological crises. We examined the practices of teachers based in England focused on climate change and sustainability education (CCSE).
Elizabeth A. C. Rushton +2 more
wiley +1 more source
The Curriculum Journal, EarlyView.Abstract This paper argues that recent initial teacher education policy in England, combining curricular control and marketisation, presents a case of systemic curricular injustice. The initial teacher education core content framework, the government mandated content for all initial teacher education in England, represents a centralised curriculum that
Clare Brooks
wiley +1 more source
The Curriculum Journal, EarlyView.Abstract The uneven ways in which climate change is taught (or not) within schools, and the uneven opportunities for students to experience justice‐oriented climate education, are curricular injustices. Recent systematic reviews of Climate Change Education literature note a depoliticising tendency in climate change education, with official curriculum ...
Eve Mayes +5 more
wiley +1 more source
Sidgwick’s coherentist moral epistemology [PDF]
, 2012 I discuss the ideas of common sense and common-sense morality in Sidgwick. I argue that, far from aiming at overcoming common-sense morality, Sidgwick aimed purposely at grounding a consist code of morality by methods allegedly taken from the natural ...
Cremaschi, Sergio Volodia Marcello
core
Genetic Epistemology and Philosophical Epistemology [PDF]
Philosophy of the Social Sciences, 1984 I. W. Kelly, Peter Loptson
openaire +2 more sources
The Curriculum Journal, EarlyView.Abstract This paper investigates how teachers' disciplinary knowledge shapes their recontextualisation practices for promoting powerful knowledge in classrooms. Situated within the context of geography education in China, this study employs a qualitative case study methodology to examine the recontextualisation of urban geography by four upper ...
Yujing He
wiley +1 more source