Creating Curricula

Aims, Knowledge and Control

Dominic Wyse (Institute of Education, University College London, UK)

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English

Routledge
08 January 2019

Educational strategies & policy; Curriculum planning & development

Knowledge has been a defining focus for the curriculum studies field. In the early part of the 21st century convincing arguments were mounted that knowledge needed to be ‘brought back in’, both to the curriculum of schools and to the attention of curriculum researchers. This book is a result of these arguments, and what some regarded as a ‘crisis’ in curriculum study related to the growing emphasis on international comparisons between education systems.

The book’s most important contribution is to build on seminal work in the sociology and philosophy of education in order to develop new foundations for curriculum study, using the importance of ‘transactions’ as the context for understanding knowledge in the curriculum. The contributors build on this importance to suggest a rapprochement in the field around the idea of curriculum knowledge as both constructed and real. This book was originally published as a special issue of The Curriculum Journal.

Edited by: Dominic Wyse (Institute of Education University College London UK)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 246mm, Width: 174mm,
Weight: 453g
ISBN: 9780367028824
ISBN 10: 0367028824
Pages: 152
Publication Date: 08 January 2019
Audience: College/higher education , Further / Higher Education , A / AS level
Format: Paperback
Publisher's Status: Active

Dominic Wyse is Professor of Early Childhood and Primary Education, and Head of the Department of Learning and Leadership, at the Institute of Education, University College London, UK. The main focus of his research is curriculum and pedagogy, and key areas of his work include the teaching of writing, reading, and creativity. He is the lead editor of the SAGE Handbook of Curriculum, Pedagogy and Assessment (2015), and the co-author of Teaching English, Language and Literacy - 3rd Edition (2013). His most recent book is Education and Childhood: From Current Certainties to New Visions (2015). He is a fellow of the RSA.