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Autor/inn/enAnderson, Charles; McCune, Velda
TitelFacing an Uncertain Future: Curricula of Dualities
QuelleIn: Curriculum Journal, 24 (2013) 1, S.153-168 (16 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0958-5176
DOI10.1080/09585176.2012.753847
SchlagwörterHigher Education; Educational Change; Curriculum Development; Sociocultural Patterns; Social Theories; Teaching Methods; Social Influences; Thinking Skills; College Students
AbstractThis article considers how best to conceptualise higher education curricula in a world marked by uncertainty, where knowledge and the foundations of knowledge are strongly contested. We then draw on conceptions of agency that derive from socio-cultural theorising to consider what "tools" for thinking and practising individuals may need to deploy if they are to engage with a fast-changing world. The article highlights the large challenges that students may face in developing the forms of being and the orientations to knowledge associated with an age of supercomplexity. The concluding section, "Curricula of dualities," addresses the question of how best to achieve curricula and pedagogic practices in higher education that may enable students to embark on an open-ended journey from their present ways of knowing and being. We contend that curricula for an age of uncertainty can be productively conceptualised in terms of pairs of contrasting elements that are in creative tension, e.g. play and discipline, support and challenge. Conceptualising curricula in such a way allows students' present circumstances and orientations "and" their possible futures to stay in central focus. (Contains 1 table.) (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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