Michael Young, knowledge and curriculum: an international dialogue

Deng, Zongyi

doi:10.1080/00220272.2015.1101492

Cited by 25 publications

(22 citation statements)

References 28 publications

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“…Further, it can be argued contrary to what the NOU claims, that the competencebased system of accountability threatens teachers' professional autonomy (Beck, 2013;Deng, 2015b;Hopmann, 2007;Mausethagen, 2013;Young & Muller, 2010). This is one of the concerns of Young and collegues, which will be discussed briefly below.…”

Section: Resultsmentioning

confidence: 59%

“…St. 28 (2015-2016, p. 33). Whether this concept of deep learning can be a rapprochement to powerful knowledge as: 'students being able to generalize beyond their experience by engaging with the concepts of disciplinary knowledge' (Deng, 2015b;Wyse et al, 2014), or to categorical Bildung as 'a double unlocking of the content and the student, leading to increased understanding of their world' (Klafki, 2001b), remains to be seen.…”

Section: Discussion: Bringing Teaching Back Inmentioning

confidence: 99%

“…Reformulations of knowledge as skills, outcomes or competences can lead to elitism, as the high culturation of the elites is hidden as individual 'talent' and 'abilities' (Beck, 2013). Young and collegues, the advocates of the concept of 'powerful knowledge', argue that academic school subjects should be prominent in school curricula, making students able to generalise beyond their experience as a result of engaging with the concepts of disciplinary knowledge (Deng, 2015b;Wyse et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…The issue of knowledge in schooling is currently debated in relation to the work of Michael Young (Young, 2008(Young, , 2013a and represented by two special issues of two international journals: Creating curricula: aims, knowledge, and control (The Curriculum Journal) (Wyse, Hayward, Livingston & Higgins, 2014) and Michael Young, knowledge and curriculum: an international dialogue (Journal of Curriculum Studies) (Deng, 2015b). Michael Young argues that the field of curriculum theory is in a state of crisis due to the neglect of knowledge by Anglophone theorists in the post-war period (Young, 2008(Young, , 2013a(Young, , b, 2014Young & Muller, 2010.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Bringing teaching back in: The Norwegian NOUThe school of the futurein light of the Allgemeine Didaktik theory of Wolfgang Klafki

Willbergh

2016

Nordisk tidsskrift for pedagogikk og kritikk

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This paper investigates the epistemology in the Norwegian NOU report, entitled The school of the future (2015), in light of the general didactic theory of Wolfgang Klafki. Klafki's concepts of material-, formal-and categorical Bildung are used to analyse the ideas of connecting knowledge and learning in the NOU report's vision of the curriculum. The paper finds that the report subordinates content knowledge to competences, creating a risk of the dominance of formal aspects of Bildung, which can devalue knowledge. The paper suggests 'bringing teaching back in': to construct a content-based curriculum with an epistemology compatible with teaching practice and to look to general didactic theory and research to accomplish this aim.

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Section: Resultsmentioning

confidence: 59%

Section: Discussion: Bringing Teaching Back Inmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Bringing teaching back in: The Norwegian NOUThe school of the futurein light of the Allgemeine Didaktik theory of Wolfgang Klafki

Willbergh

2016

Nordisk tidsskrift for pedagogikk og kritikk

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“…Finally, Young (2013) concludes that the solution for overcoming the crisis would be for the curriculum theory and curriculum 'to start not from the student as learner but from a students' entitlement or access to knowledge' (p. 107), which knowledge is 'powerful' containing two characteristicsit is specialized in the sense that it is produced in workshops, seminars and labs, and it is differentiated from knowledge that students bring to school. This article revisits and builds upon the 'curriculum crisis' debate initiated by Young in 2013 and followed up by Journal of Curriculum Studies (JCS) with a special issue in 2015, where the debate was open for an international dialogue (Deng, 2015a). The primary aim here is to address the issue of 'curriculum crisis' from sociological and educational perspectives and to expand a number of points that were initially raised in initial JCS six response papers (Baker, 2015;Deng, 2015b;Hoadley, 2015;Lundgren, 2015;McEneaney, 2015;Wheelahan, 2015) to Young (2013).…”

Section: Introductionmentioning

confidence: 99%

Revisiting ‘curriculum crisis’ dialogue: in search of an antidote

Tahirsylaj

2019

Nordic Journal of Studies in Educational Policy

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This article builds upon the international dialogue around 'curriculum crisis' initiated by Michael Young in Journal of Curriculum Studies (JCS) in 2013 and followed up in JCS in 2015. It seeks to expand the dialogue in three avenues. First, when considered from a sociological perspective, Young is correct to declare 'curriculum crisis'; however, his position is limited only to the conflict theory. Second, from educational perspectives, the curriculum crisis as such is self-inflicted and it has been more of a battle among different curriculum ideologies in the Anglo-Saxon world and resistance to Bildung-centred Didaktik tradition in the Western world more broadly. Third, it points to the fourth industrial revolution as an inevitable phase. It concludes that 'curriculum crisis' is only partially about bringing knowledge back in, and the article suggests 'the prepared mind' as a metaphor to bridge knowledge and learning outcome perspectives. Specialized knowledge in curricula will become even more relevant in the innovation age, and a prepared mind adaptable to the changing world and open to continued learning can assist individuals navigate life and career creatively, meaningfully and constructively.

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Students’ experiences of a first‐year block model curriculum in higher education

Ambler

Solomonides

Smallridge

2021

The Curriculum Journal

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The first year in Higher Education (HE) is an international priority because of its importance to the retention of students. While initiatives to improve students’ commencing experience continue to develop one area that has received limited consideration is the first‐year curriculum. The aim of the research reported in this paper was to enhance the student experience in HE by expanding understandings of the first‐year curriculum. Focus groups and an online questionnaire were the research methods used to, explore students’ experiences of learning in a newly developed First‐Year Block Model (FYBM) curriculum, implemented at a university in Australia. Findings from the research revealed that features in the design of the FYBM framed and permeated the students’ experiences of learning. The students explained that a sense of familiarity, curriculum leadership, teaching and teachers and curriculum customisation influenced their engagement and achievements. The study highlights that HE requires staff who possess deep knowledge and expertise in the first‐year curriculum because this valuable asset can positively influence student learning and success.

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Michael Young, knowledge and curriculum: an international dialogue

Cited by 25 publications

References 28 publications

Bringing teaching back in: The Norwegian NOUThe school of the futurein light of the Allgemeine Didaktik theory of Wolfgang Klafki

Bringing teaching back in: The Norwegian NOUThe school of the futurein light of the Allgemeine Didaktik theory of Wolfgang Klafki

Revisiting ‘curriculum crisis’ dialogue: in search of an antidote

Students’ experiences of a first‐year block model curriculum in higher education

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