What Should Schools Teach?

Abstract

The series promotes research, theorizing and critical discussion about what we teach in schools and in teacher education. It explores the nature of knowledge in contemporary societies, academic disciplines, school subjects and other fields of knowledge production, to foster inquiry into the relationships that can and should exist between knowledgedisciplines in schools and elsewhere.Knowledge and the Curriculum aims to become a central hub for investigation into how disciplinarity, transdisciplinarity and interdisciplinarity can enable schools, teacher trainers and learners to address the challenges of the twenty-first century in knowledgeable and critically informed ways. The series explores questions about the powers of knowledge, relationships between the distribution of knowledge and knowledge resources in society, and matters of equity in access to justice and democratization. It is committed to the proposition that the answers to questions about knowledge require new thinking and innovation. These are open questions with answers that are not already known, and which are likely to entail significant social and institutional change to make the powers of knowledge and of knowing equally available to all.The series emerged from the Subject Specialism Research Group at the UCL Institute of Education and a major international network of curriculum theorists (KOSS) centred around research groups in Karlstad (ROSE) and Helsinki (HuSoEd). It draws upon the expertise of all three research groups for its editors and advisory board.