A pedagogic compact: retrieving 'powerful' educational knowledge from Didaktik and curriculum studies.

Autor/inn/en	Muller, Johan; Hoadley, Ursula
Titel	A pedagogic compact: retrieving 'powerful' educational knowledge from Didaktik and curriculum studies.
Quelle	In: Journal of curriculum studies, 53 (2021) 2, S. 166-178Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2021.1887360
Schlagwörter	Erziehungswissenschaft; Fachwissen; Didaktik; Curriculum; Gesellschaftliches Bewusstsein; Struktur; Bernstein, Basil; Young, Michael
Abstract	We set out to address the question-what does it mean for educational knowledge to be 'powerful'? We compare the Anglo tradition of curriculum studies with the Didaktik tradition through the lens of an analysis of curriculum structure in postgraduate courses in South African universities rooted in either the Anglo or Didaktik tradition. This analysis of curriculum structure affords a view of each tradition that we argue is 'powerful', but in different ways. While Didaktik provides a humanities-based curriculum coherence in teacher education, curriculum studies offers social scientific possibilities for empirical inquiry. We make the argument that a strategic entente cordiale, or pedagogic compact, would strengthen the professional position of teachers and education academics in the respective countries. This is particularly so in the context of threats posed by instrumental trends driven by educational sciences underpinning TIMSS, Pisa and the like.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2021/4