Past event
Online registration for this event has now closed, please email conference@bera.ac.uk to register.
KnowledgeÌý–Ìýits definition, conception, theorisation and implementation in policy and practiceÌý–Ìýis perhaps the most enduring and central element ofÌýcurriculumÌýresearch (e.g.ÌýHirst, 1974).ÌýIn the last five years or soÌýthere has been a resurgence of attention toÌýcurriculumÌýin research and in policyÌý(PriestlyÌý&ÌýBiesta, 2013). TheÌýkey curriculum journals internationally, including theÌý½¿É«µ¼º½ÌýCurriculum Journal,ÌýhaveÌýbeen an importantÌýlocationÌýof this resurgenceÌý(e.g.ÌýWyse, Hayward, Higgins and Livingston, 2014).ÌýAnd once again knowledge in the curriculumÌýisÌýa key site of interest.ÌýÌý
In England, and in a range of other countries, the idea ofÌýpowerful knowledgeÌýhas gained some traction in nationalÌýcurriculumÌýpolicy and otherÌýlociÌýof curriculum enactment.ÌýThe debates around powerful knowledge are important because theyÌýinclude aÌýfocus on what kind of curricula are most likely to benefit learners including those from the most deprived backgrounds. Ideas aboutÌýconceptions of knowledgeÌýÌý(Beck, 2013), agencyÌý(ManyukhinaÌýand Wyse, 2019), the relationship between curriculum study andÌýknowledgeÌýproduced in universitiesÌý(YatesÌýand Millar, 2016), and even education as an academic discipline are important currentsÌýof thinking relevant to curriculum, knowledge and pedagogyÌý(Whitty and Furlong, 2017).ÌýÌý
One aspect of the debatesÌýthat has not attractedÌýsufficient attention isÌýhowÌýchildren’s developmentÌýat different stages,Ìýages,Ìýand educational phasesÌýrelate to models of knowledge and curriculum. A particularly stark contrast, for example,ÌýisÌýbetween the nature ofÌýappropriateÌýknowledgeÌýin the curriculum for childrenÌýinÌýtheÌýearly years (includingÌýthree-year-old children)Ìýversus that requiredÌýsayÌýfor 13-year-old children.ÌýDevelopmental differencesÌýrelatedÌýto age are of course also representedÌýinÌýthe different phases of early years education and schooling, including differences between the needsÌýof primary school and secondary school pupils.ÌýThe mostÌýappropriateÌýpoint forÌýchildrenÌýtoÌýstartÌýtheirÌýformal education, and whatÌýareÌýÌýÌýappropriateÌýcurriculum andÌýpedagogyÌýin these veryÌýearlyÌýstages, has been part of debatesÌýabout knowledgeÌýincluding fears about ‘washback: perceived needs for older pupils creating pressure for inappropriateÌýcurriculaÌýfor younger pupils.ÌýÌý
ThisÌý½¿É«µ¼º½ Digital SymposiumÌýexplores the nature of curriculum knowledge in relation to different phases of schooling and/or stages of children’s development. We seek toÌýidentifyÌýsome universal aspects ofÌýknowledgeÌýin the curriculum that can reasonably be seen to apply in all or most educational phases, but also to identify where legitimate differences (that may be unique to particular phases) between the mostÌýappropriateÌýdefinitions, conceptions, theorisations and implementation exist. The seminar will link theories and research closely to curriculum practice and policy.
We are able to offer a limited number of opportunities for a ‘one-minute contribution’. For those selected to give a more-minute contribution, a 60 second slot will be allocated by the chair sometime during the seminar. These may lead to further comments from other delegates or simply be a contribution to the overall thinking without comment. If you are interested in this contribution, please email a short paragraph to conference@bera.ac.uk.Ìý
ReferencesÌý
Beck, J. (2013). Powerful knowledge, esoteric knowledge, curriculum knowledge. Cambridge Journal ofÌýEducation,.ÌýCambridge Journal of Education, 43(2), 177-193.ÌýÌý
Hirst, P. (1974).ÌýKnowledge and the curriculum: A collection of philosophical papers. London: Routledge and Kegan Paul.Ìý
Manyukhina, Y., & Wyse, D. (2019). Learner agency and the curriculum: a critical realist perspective.ÌýThe Curriculum Journal, 30(3), 223-243. doi:10.1080/09585176.2019.1599973Ìý
Priestly, M., &ÌýBiesta, G. (Eds.). (2013).ÌýReinventing the Curriculum: New Trends inÌýCurriculumÌýPolicy and Practice. London: Bloomsbury.Ìý
Whitty, G., & Furlong, J. (2017).ÌýknowledgeÌýTraditions in the Study of Education. In G. Whitty & J. Furlong (Eds.),ÌýKnowledge and the Study of Education: an international explorationÌý(pp. 13-57).ÌýÌý
Wyse, D., Hayward, L., Higgins, S., & Livingston, K. (2014). Editorial: Creating curricula: aims, knowledge, and control, a special edition of the Curriculum Journal.ÌýThe Curriculum Journal, 25(1), 2-6.ÌýÌý
Yates, L., & Millar, V. (2016). ‘Powerful knowledge’ curriculum theories and the case of physics.ÌýCurriculum Journal, 27(3), 398-312.
Watching a ½¿É«µ¼º½ Virtual event
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KnowledgeÌý–Ìýits definition, conception, theorisation and implementation in policy and practiceÌý–Ìýis perhaps the most enduring and central element ofÌýcurriculumÌýresearch (e.g.ÌýHirst,...
