Session Information
23 SES 05A, The Changing Forms of Knowledge in Contemporary Curriculum Reconfigurations (Part 1)
Symposium to be continued in 23 SES 6A Joint session with nw 13
Contribution
Method
Expected Outcomes
References
Hamilton, D.(1999) The pedagogical paradox (or Why no didactics in England?), Pedagogy, Culture & Society 7(1) 135-152 Mangez, E (2004) ‘La production des programmes de cours par les agents intermediaries: transfert de savoirs et relations de pouvoir’, Revue Française de Pédagogie, 146, 65-77. Moore, R. (2007), ‘Going critical: the problem of problematizing knowledge in education studies’, Critical Studies in Education , 48 (1), 25-42. Muller, J. (ed.) (2000), Reclaiming Knowledge: social theory, curriculum and education policy. Routledge, London. Weis, Lois, McCarthy, Cameron and Dimitriadis, Greg (2006), Ideology, Curriculum and the New Sociology of Education. Revisiting the Work of Michael Apple. Routledge NY. Yates, Lyn (2006) ‘Does curriculum matter? Revisiting women’s access and rights to education in the context of UN Millenium Targets, Theory and Research in Education 4 (1), 85-99. Young, M. F. D. (2008), Bringing Knowledge Back In: from social constructivism to social realism in the sociology of education. Routledge, Abingdon.
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