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In den WarenkorbZustand: New. Graham McPhail is an associate professor in the School of Curriculum and Pedagogy, Faculty of Education and Social Work, the University of Auckland, New Zealand.Richard Pountney is a senior lecturer in the Sheffield Institute for Edu.
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Taschenbuch. Zustand: Neu. Perspectives on the Knowledge Problem in New Zealand Education | Towards Equity | Megan Lourie (u. a.) | Taschenbuch | SpringerBriefs in Education | xv | Englisch | 2021 | Springer | EAN 9789811629075 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.
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In den WarenkorbHardcover. Zustand: Used; Very Good. Dispatched, from the UK, within 48 hours of ordering. Though second-hand, the book is still in very good shape. Minimal signs of usage may include very minor creasing on the cover or on the spine.
Sprache: Englisch
Verlag: Springer Nature Singapore, 2021
ISBN 10: 9811629072 ISBN 13: 9789811629075
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Zustand: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | 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.
Sprache: Englisch
Verlag: Taylor & Francis Ltd Mai 2026, 2026
ISBN 10: 1032707046 ISBN 13: 9781032707044
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Taschenbuch. Zustand: Neu. Neuware - 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 stage, interweaving the social justice concern of equitable access to disciplinary knowledge throughout. In particular, the authors address the emerging theorisation of issues related to the decolonisation of curricula, the recontextualisation of 'non-traditional' knowledge into the curriculum, and teacher education.Offering new philosophical and theoretical perspectives, this book will be of interest to researchers, scholars, and students examining the fields of knowledge and curriculum, and the sociology of education more broadly.
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