The politics of knowledge in education

Rata, Elizabeth

doi:10.1080/01411926.2011.615388

Cited by 95 publications

(97 citation statements)

References 32 publications

(48 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some worry that such an approach tends to enhance social reproduction [42], to reproduce localised knowledge and "fail[s] to provide the intellectual tools of conceptual thinking and its medium in advanced literacy that lead to an imagined, yet unknown, future" [56]. This paper cannot confirm whether the approach has done so here; however, the school is opening up to other spaces and spheres outside of itself, which seems to weigh against this interpretation.…”

Section: …Raising Questions About Educationcontrasting

confidence: 42%

Learning, Tablet, Culture—Coherence?

Norqvist¹

2016

ujer

View full text Add to dashboard Cite

This paper presents understandings of learning in schools where Internet-enabled Information and Communication Technologies (ICTs) are taken for granted. The context is a full-scale 1:1 tablet project in Danish municipality schools where this study bring forward expressions of learning from one class (12-13 year old children) in order to offer interpretations of how the learning is possible to relate to the use of the tablet and the municipality intentions of changing the teaching and learning culture. The aim is a deeper understanding of learning and the learning-tablet relation. The qualitative research involves asking learners to describe learning with the help of their own pictures of learning situations. The learners' expressions of 'what learning is' are related to tablet use and municipality intentions of developing teaching and learning. Five themes show how the learners express learning, in coherence with the municipality's intentions. Key learning outcomes are related to this coherence and to the fact that learners use tablets in 55% of all expressed learning.

show abstract

Section: …Raising Questions About Educationcontrasting

confidence: 42%

Learning, Tablet, Culture—Coherence?

Norqvist¹

2016

ujer

View full text Add to dashboard Cite

show abstract

“…This serves to remind us that curriculum policy making is an inherently political business, subject to the vagaries of local politics and concerns, as well as to global pressures and trends. 2 The article in question was reporting the award of the prize for the best paper of the year (2013) by the British Educational Research Journal to a New Zealand Academic, Elizabeth Rata, for her article 'The politics of knowledge in education (see Rata, 2012a). Rata has been extremely critical of the curricular directions taken in New Zealand and elsewhere.…”

Section: Introductionmentioning

confidence: 99%

Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand

Priestley

Sinnema

2014

The Curriculum Journal

View full text Add to dashboard Cite

The development, since 2000, of new National Curricula across the Anglophone world signals a number of policy trends, including: a move from the explicit specification of content towards a more generic, skills-based approach; a greater emphasis on the centrality of the learner; and[ostensibly] greater autonomy for teachers in developing the curriculum in school. These policy shifts have attracted some criticism, especially from social realist writers, who claim that the new curricula downgrade knowledge. This paper offers a contribution to this debate; an empiricallybased analysis of two new curricula, New Zealand's Curriculum Framework and Scotland's Curriculum for Excellence. We conclude that, while these curricula continue to accord considerable importance to knowledge in their statements of policy intent, the social realist critique is at least partially justified, since both curricula are characterised by a lack of coherence and mixed messages about the place of knowledge.

show abstract

“…In particular, Päkehä educationalist Elizabeth MAI JOURNAL VOLUME 6, ISSUE 2, 2017 Rata (2003Rata ( , 2004Rata ( , 2005Rata ( , 2006 contends that Kaupapa Mäori has not received sufficient international testing for it to be considered "rigorous". Furthermore, she asserts that those who utilise Kaupapa Mäori are a tribal "elite" (Rata, 2011a(Rata, , 2011b(Rata, , 2011c. Regardless, all interrogations directed at Kaupapa Mäori contribute to its development, and to the development of Mäori and Indigenous scholars who use it and attest to its saliency.…”

Section: Kaupapa M -Aori Theorymentioning

confidence: 99%

Developing mahi-toi theory and analysis

Wilson¹

2017

MAI Journal

View full text Add to dashboard Cite

Many Mäori researchers have mahi-toi skills. Mahi-toi, arts and the production of art, is where a concept takes physical form, and is brought into the physical realm by mahi-ä-ringa. The mahitoi practitioner is the conduit. When the practitioner is also the researcher and vice versa, these vernaculars can enrich each other, and structure the work. Setting research writing practice beside mahi-toi practice also lends theoretical and analytical frameworks that could be useful for mahitoi practitioners making the transition to academic research. In this article, I focus on mahi-toi as the scaffolding for theoretical analysis and writing frameworks across the arts. I demonstrate how I came to design the framework within the film theory context when it became apparent that post-colonial and Kaupapa Mäori theories did not meet the needs of my research and analysis.

show abstract

The politics of knowledge in education

Cited by 95 publications

References 32 publications

Learning, Tablet, Culture—Coherence?

Learning, Tablet, Culture—Coherence?

Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand

Developing mahi-toi theory and analysis

Contact Info

Product

Resources

About