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Knowledge and curriculum: towards an educational and Didaktik/curriculum way of thinking and theorizing.

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Title: Knowledge and curriculum: towards an educational and Didaktik/curriculum way of thinking and theorizing.
Authors: Deng, Zongyi1 (AUTHOR) zongyi.deng@ucl.ac.uk
Source: Journal of Curriculum Studies. Feb2025, Vol. 57 Issue 1, p64-77. 14p.
Subject Terms: *National curriculum, *Education theory, *Philosophy of education, *Curriculum, Palimpsests
Abstract: The call for 'bringing knowledge back in', epitomized by the concept of powerful knowledge coined notably by Michael Young and Johan Muller, has significantly influenced the 'knowledge turn' in global educational landscapes. However, the way of thinking and theorizing about knowledge and the curriculum that underpins the project of 'bringing knowledge back in' has not received adequate attention in the literature. Using Muller's article 'The palimpsests of knowledge' (this issue) as a starting point and referencing several key works by Young and Muller, this article examines the social realist approach to thinking and theorizing about knowledge and the curriculum, including its promises and limitations. Invoking Pädagogik and Didaktik, the article proposes an alternative approach that addresses these limitations and provides a foundation for articulating a model of a future-oriented, knowledge-rich curriculum—a model particularly pertinent to the 'knowledge turn' in the National Curriculum in England. The article concludes by calling for greater engagement with continental traditions of educational theory and theorizing. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Knowledge and curriculum: towards an educational and Didaktik/curriculum way of thinking and theorizing.
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  Data: <searchLink fieldCode="AR" term="%22Deng%2C+Zongyi%22">Deng, Zongyi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> zongyi.deng@ucl.ac.uk</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Feb2025, Vol. 57 Issue 1, p64-77. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22National+curriculum%22">National curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+theory%22">Education theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Palimpsests%22">Palimpsests</searchLink>
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  Label: Abstract
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  Data: The call for 'bringing knowledge back in', epitomized by the concept of powerful knowledge coined notably by Michael Young and Johan Muller, has significantly influenced the 'knowledge turn' in global educational landscapes. However, the way of thinking and theorizing about knowledge and the curriculum that underpins the project of 'bringing knowledge back in' has not received adequate attention in the literature. Using Muller's article 'The palimpsests of knowledge' (this issue) as a starting point and referencing several key works by Young and Muller, this article examines the social realist approach to thinking and theorizing about knowledge and the curriculum, including its promises and limitations. Invoking Pädagogik and Didaktik, the article proposes an alternative approach that addresses these limitations and provides a foundation for articulating a model of a future-oriented, knowledge-rich curriculum—a model particularly pertinent to the 'knowledge turn' in the National Curriculum in England. The article concludes by calling for greater engagement with continental traditions of educational theory and theorizing. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/00220272.2025.2455690
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        Text: English
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      – SubjectFull: National curriculum
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      – SubjectFull: Education theory
        Type: general
      – SubjectFull: Philosophy of education
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      – SubjectFull: Curriculum
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              Text: Feb2025
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