Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/57327
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dc.contributor.authorDu Plessis, Anna Een
local.source.editorEditor(s): Thomas S. Popkewitzen
dc.date.accessioned2024-01-14T23:35:25Z-
dc.date.available2024-01-14T23:35:25Z-
dc.date.issued2016-04-02-
dc.identifier.citationThe Curriculum Journal, v.27 (2)en
dc.identifier.issn1469-3704en
dc.identifier.issn0958-5176en
dc.identifier.urihttps://hdl.handle.net/1959.11/57327-
dc.description.abstract<p>Thomas Popkewitz accentuates knowledge about systems of reason that govern educational policy. His research on pedagogy and teacher education includes historical, ethnographic, and comparative studies of national educational reforms in Asia, Europe, Latin America, Southern Africa, and the USA. Two of his books (Paradigms and Ideology in Educational Research and A Political Sociology of Educational Reform) have won awards for their contribution to educational studies. His most recent edited book, The 'Reason' of schooling: Historicizing curriculum studies, pedagogy and teacher education makes a significant contribution to the field of curriculum studies, highlighting the most current global concerns in education. The book makes three significant contributions to the field of practice and policy: discussions around the intersections of various historical trails informing decision-making, the science of education as social discourse to change social conditions, and social epistemology as a strategy to revise critical studies of education. Popkewitz effectively emphasises 'Reason' of schooling as political. He clarifies political as students who attempt to learn, the qualities of the expert teacher, cultural boundaries and its implications for present boundaries in schooling. An in-depth view of the quality of teacher education is highlighted as a current global concern, with Peterson, Olsson, and Krejsler (Chapter 13) claiming that a 'better teacher' and the 'teacher of tomorrow are operating as visions for the future' (p. 205).</p>en
dc.languageenen
dc.publisherJohn Wiley & Sons, Incen
dc.relation.ispartofThe Curriculum Journalen
dc.titleThe ‘Reason’ of schooling: historicising curriculum studies, pedagogy, and teacher educationen
dc.typeReviewen
dc.identifier.doi10.1080/09585176.2016.1168675en
local.contributor.firstnameAnna Een
local.profile.schoolFaculty of HASS & Educationen
local.profile.emailadupless@une.edu.auen
local.output.categoryD1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeUnited Kingdomen
local.peerreviewedYesen
local.identifier.volume27en
local.identifier.issue2en
local.title.subtitlehistoricising curriculum studies, pedagogy, and teacher educationen
local.contributor.lastnameDu Plessisen
dc.identifier.staffune-id:aduplessen
local.profile.orcid0000-0002-4597-7232en
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/57327en
dc.identifier.academiclevelAcademicen
local.title.maintitleThe ‘Reason’ of schoolingen
local.output.categorydescriptionD1 A Substantial Review of an Entire Field of Studyen
local.relation.urlhttps://bera-journals.onlinelibrary.wiley.com/doi/10.1080/09585176.2016.1168675en
local.search.authorDu Plessis, Anna Een
local.uneassociationNoen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.year.published2016en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/c46edf5a-4dc1-4b5b-9ad1-b3e3d1ec9a6den
local.subject.for2020390201 Education policyen
local.subject.seo2020160205 Policies and developmenten
local.profile.affiliationtypeExternal Affiliationen
Appears in Collections:Review
School of Education
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