Perspectives on the Knowledge Problem in New Zealand Education
Towards Equity
Graham McPhail editor Megan Lourie editor
Format:Paperback
Publisher:Springer Verlag, Singapore
Published:7th Aug '21
Currently unavailable, and unfortunately no date known when it will be back
This book offers new ideas for thinking about how more equitable outcomes might be achieved in New Zealand so that all students are well-equipped to live and work in contemporary society. It addresses a social justice concern about access to the unique affordances of subject knowledge which comprises two forms of knowledge - propositional (knowledge-that) and applied knowledge (know-how-to).
The book provides perspectives on curriculum design by grounding arguments in a theory of knowledge. It describes the different knowledge forms of the theory, and argues that understanding these differences is significant for curriculum design and enactment. It explains why the current imbalance between knowledge forms is a problem, and offers suggestions for change. Understanding about knowledge itself enables more just and equitable outcomes for all students. This book illustrates how different knowledge types and forms can be used together productively to help students develop adaptive expertise for the 21st century, making it a valuable contribution to the field of education.
“The book will prove valuable for several groups of readers. It provides postgraduate students and academics alike with a useful introduction to core concepts in social realism, as applied to the New Zealand educational context. … The book also provides an accessible read for teacher-curriculum developers seeking to understand the curriculum development process and experiment with using the CDC model to improve the coherence of their curricula.” (Liyun Wendy Choo, New Zealand Journal of Educational Studies, Vol. 58 (1), 2023)
ISBN: 9789811629075
Dimensions: unknown
Weight: unknown
97 pages
1st ed. 2021