Comparing Curriculum Types: ‘Powerful Knowledge’ and ‘21st Century Learning’

McPhail, Graham; Rata, Elizabeth

doi:10.1007/s40841-015-0025-9

Cited by 64 publications

(64 citation statements)

References 28 publications

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“…Young and Muller's Future 3 , on the other hand, begins with an acknowledgement concerning the foundational relationship between knowledge forms, curricular organisation and pedagogy. The emphasis in Future 2 on pedagogy at the expense of knowledge has led to what Maton () terms ‘knowledge blindness’; a lack of recognition of the importance of different types of knowledge and how epistemic structures can and should effect pedagogy (Muller, , ; McPhail & Rata, ; McPhail, 2017a). In Future 3, some boundaries are to be maintained in order to differentiate the epistemic affordances of different types of knowledge—indeed, ‘boundary maintenance prior to boundary crossing’ is a key indicator of Future 3 curriculum thinking (Young & Muller, , p. 16).…”

Section: The 3 Futures Modelmentioning

confidence: 99%

Crossing boundaries: Exploring the theory, practice and possibility of a ‘Future 3’ curriculum

Pountney

McPhail

2019

British Educational Res J

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In this article, we examine a case of innovation in curriculum and pedagogy at a new school in the UK. We begin by outlining the 3 Futures model, which we use as a methodological heuristic in the case study of the school that appears to be both knowledge‐led and learner‐engaged; characteristics of the Future 3 scenario. In considering the school's curriculum, we also draw on a number of concepts from the work of Basil Bernstein: classification, framing and the idea of open schools, and a curriculum integration model developed by us to consider the degree of epistemic emphasis in the school's predominantly interdisciplinary curriculum. Together, these concepts provide the means to examine the organising principles of practice operating in the school, as links are drawn between the 3 Futures model, Bernstein's concepts and the data. We theorise this as a form of ‘opening up’, suggesting that even within the context of an interdisciplinary curriculum, access to powerful knowledge may be maintained in a whole‐school approach where the demands of both knowledge and knowers are brought into balance. The school's approach and the theorisation we offer may provide insights for other schools embarking on a futures model for education and for twenty‐first‐century educational discourses more generally.

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Section: The 3 Futures Modelmentioning

confidence: 99%

Crossing boundaries: Exploring the theory, practice and possibility of a ‘Future 3’ curriculum

Pountney

McPhail

2019

British Educational Res J

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“…This concept enabled us to develop an analytic framework (Maton & Chen, 2016); the utilisation of some developed theory that contains concepts for analysis of the underlying organising, causal or generative principles in the empirical data. At the centre of this analytic framework is the concept of epistemic structure, identified above as having important pedagogical implications for students' access to disciplinary concepts (Muller, 2006(Muller, , 2009McPhail & Rata, 2016;Rata, 2016). These concepts will allow us to consider interdisciplinarity more deeply and to consider the assertion of teachers in Naidoo's (2010) study that curricula integration is more difficult than it appears, particularly where there are inherent differences in the conceptual structure of subjects.…”

Section: Researching the Interdisciplinary Curriculum 1071mentioning

confidence: 99%

“…Can sufficient access to the disciplinary concepts be provided when the focus of this combining is around themes or problems? These questions have led McPhail and Rata (2016) to theorise two forms of curriculum: one that emphasises conceptual progression, the progressive knowledge curriculum; the other that views knowledge as process, the twenty-first century curriculum. The degree to which the emphasis in curriculum design is on one or the other of these two approaches affects the challenge faced by teachers in integrating disciplines as systems of meaning in their own right.…”

Section: Introductionmentioning

confidence: 99%

Researching the interdisciplinary curriculum: The need for ‘translation devices’

Pountney

McPhail

2017

British Educational Res J

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This paper discusses the conceptual and methodological challenges facing two researchers investigating the development of interdisciplinary curricula in two new secondary schools, one in the UK and one in New Zealand. It is a discussion of research in progress that will be of interest to readers because of both the methodological challenges discussed and the research area itself. The key issue we identify is one for both researchers and teachers: how might the concepts and perspective of one discipline be brought into a relationship with another to enable deep learning? This question in turn highlights a key methodological challenge: developing the means to describe and evaluate new forms of curricular design and implementation where a traditional discipline‐based curriculum has been rejected in favour of interdisciplinary ones. The integrative aims of interdisciplinarity are also examined. We employ Bernstein's (2000) concept of knowledge structures and languages of description to theorise a continuum of approaches to curriculum integration, from functional to principled. This methodological manoeuvre is made possible by the development of a translation device. This procedural mechanism makes accessible to analysis the organising principles that are in play in the interdisciplinary curriculum design practices we have observed. We conclude with recommendations for the interdisciplinary curriculum researcher.

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“…11 Naproti tomu "realistická" kurikula zůstávají převážně v rovině teoretických návrhů (jak tvrdí McPhail & Rata, 2016), nejsou tedy podložena empirickou evidencí 12 a nedostala příležitost osvědčit se ve škole.…”

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Vzdělávací obsah: ukazují Bernsteinova teorie a sociální realismus cestu z krize?

Dvořák

2017

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Comparing Curriculum Types: ‘Powerful Knowledge’ and ‘21st Century Learning’

Cited by 64 publications

References 28 publications

Crossing boundaries: Exploring the theory, practice and possibility of a ‘Future 3’ curriculum

Crossing boundaries: Exploring the theory, practice and possibility of a ‘Future 3’ curriculum

Researching the interdisciplinary curriculum: The need for ‘translation devices’

Vzdělávací obsah: ukazují Bernsteinova teorie a sociální realismus cestu z krize?

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