Curriculating Powerful Knowledge for Public Managers and Administrators

Autor/inn/en	Lück, Jacqueline; McKenna, Sioux; Harran, Marcelle
Titel	Curriculating Powerful Knowledge for Public Managers and Administrators
Quelle	In: Africa Education Review, 17 (2020) 3, S.90-106 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lück, Jacqueline) ORCID (McKenna, Sioux) ORCID (Harran, Marcelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2019.1652103
Schlagwörter	Foreign Countries; Public Administration; Public Administration Education; Higher Education; Curriculum Development; Specialization; Epistemology; Interpersonal Relationship; Learning Processes; Theories; South Africa + Suchen Sie Ihr Suchwort? Ausland; Öffentliche Verwaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Arbeitsteilige Spezialisierung; Erkenntnistheorie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Learning process; Lernprozess; Theory; Theorie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Public Management and Public Administration are important professions for an emerging democracy such as South Africa. They operate as the interface between state and public and are responsible for enacting many of the government's policies and social initiatives. Concerns about a lack of capacity in the sector suggest that those in these roles may be unable to meet the demands of the workplace. This article reports on a study that responded to calls for the curriculum to address such concerns by interrogating the knowledge structures of Public Management and Public Administration programmes in higher education. Interviews, textbooks and course guides were analysed to illuminate the forms of knowledge being legitimated in curricula. The study found that the focus on knowledge, skills and processes might be at the expense of a focus on the development of particular attributes or dispositions in the knowers. Furthermore, the knowledge level focus was limited in that it was highly contextualised and "light" on theory, raising questions about the acquisition of powerful knowledge needed for good governance and critical engagement in the public sector. The study recommends that both programmes include more conceptual knowledge; exposure to critical powerful forms of knowledge; and the development of particular attributes and dispositions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01