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Knowledge and the curriculum
Author(s) -
Scott David
Publication year - 2014
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585176.2013.876367
Subject(s) - curriculum , proposition , ideology , curriculum theory , dimension (graph theory) , emergent curriculum , epistemology , sociology , pedagogy , curriculum mapping , curriculum development , mathematics education , psychology , political science , philosophy , politics , mathematics , pure mathematics , law
The article focuses on knowledge and how it relates to the school curriculum. This means that a reason (or reasons) for designating knowledge as the central dimension of the curriculum has to be provided. Two reason‐giving arguments can be invoked to support this proposition. The first is to conceptualise learning as an epistemic activity, and the second is to suggest that those curriculum ideologies which marginalise knowledge are deficient or inadequate. It is then necessary to determine what this knowledge‐producing activity is, and to distinguish it from those curriculum ideologies which purport to prioritise knowledge but rarely achieve their aim. The issues of how knowledge is transformed at the pedagogic and evaluative sites, and the relationship between these three sites, are also briefly addressed.