This book presents a new way for educators at all levels - from early years to university - to think about curriculum priorities. It focuses on the curriculum as a form of specialised knowledge, optimally designed to enable students to gain access to the best knowledge available in any field.
Papers jointly written by the authors over the last eight years are revised for this volume. It draws on the sociology of knowledge and in particular the work of Emile Durkheim and Basil Bernstein, opening up the possibilities for collaborative inter-disciplinary enquiry with historians, philosophers and psychologists. Although primarily directed to researchers, university teachers and graduate students, its arguments about specialised knowledge have profound implications for policy makers.
Michael Young is Professor of Education at the UCL Institute of Education, London. Johan Muller is Emeritus Professor of Education in the School of Education at the University of Cape Town, South Africa.
Section one: Setting the scene Chapter one: Introduction Chapter two: Truth and truthfulness in the sociology of educational knowledge Section two: Knowledge and curriculum futures Chapter three: Education, globalization and the `voice of knowledge' Chapter four: Alternative education futures for a knowledge society Chapter five: Three educational scenarios for the future: lessons from the sociology of knowledge Chapter six: Curriculum and the question of knowledge: the legacy of Michael Gove and beyond Chapter seven: The future of knowledge and skills in science and technology higher education Section three: The idea of powerful knowledge Chapter eight: What are schools for? Chapter nine: On the powers of powerful knowledge Chapter ten: Overcoming the crisis in curriculum theory Chapter eleven: The promise and pathos of specialized knowledge Section four: Universities, professions, and specialized knowledge Chapter twelve: The body of knowledge Chapter thirteen: Disciplines, skills and the university Chapter fourteen: Every picture tells a story: epistemological access and knowledge Chapter fifteen: Towards the sociology of professional knowledge