Reading Economics, Thinking Education: The Relevance--and Irrelevance--of Economic Theory for Curriculum Research

Autor/inn/en	Rutkowski, David; Rutkowski, Leslie; Langfeldt, Gjert
Titel	Reading Economics, Thinking Education: The Relevance--and Irrelevance--of Economic Theory for Curriculum Research
Quelle	In: Journal of Curriculum Studies, 44 (2012) 2, S.165-192 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2011.586728
Schlagwörter	Economics; Theories; Role; Educational Practices; Curriculum Research; Human Capital; Politics of Education; Economic Research; Relevance (Education); Educational Researchers; Educational Improvement; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Volkswirtschaftslehre; Theory; Theorie; Rollen; Bildungspraxis; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Humankapital; Educational policy; Bildungspolitik; Wirtschaftsforschung; Relevance; Relevanz; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Teaching improvement; Unterrichtsentwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	This paper aims to better understand economists' increasingly influential voice to the conversation of schooling and education. It draws on curriculum theory to develop a framework for analysis of current economic research in education. The framework consists of the following tri-partition: the political, the practical, and the programmatical. Through this framework, the authors are able to discuss a broad range of economics of education articles. The aim is 2-fold: partly to convey important insights into findings and tools of relevance to educational research, but ultimately to improve curriculum research. This study draws attention to areas of educational research, and particularly curriculum theory, where the insights of economists might be used with caution and in light of current thinking in curriculum research. A central finding from the analysis is that the two traditions (education and economics) are more complementary than conflicting. Yet, it is argued that, by failing to engage with educational literature, economists included in this review greatly over-simplify schooling and education. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10