Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik

Jim Hordern, Johan Muller, Zongyi Deng

Research output: Contribution to journalArticlepeer-review

Abstract

This paper introduces a special issue which aims to address the challenges facing the ‘deliberative’ educational knowledge traditions of educational foundations, curriculum theory and Didaktik as a consequence of the rising tide of empiricism in educational research, the ‘what works’ agenda in global educational reform and internal fragmentation within the traditions themselves. By examining the potential for the reconfiguration or reconstruction of these traditions, we ask whether it is possible to reinvigorate a ‘powerful’ educational knowledge that could provide a meaningful basis for educators to conceptualize their practice, and a robust response to policies that seek to narrow educational activity to a focus solely on learning outcomes and technical efficiency.
Original languageEnglish
Pages (from-to)143-152
Number of pages10
JournalJournal of Curriculum Studies
Volume53
Issue number2
DOIs
Publication statusE-pub ahead of print - 23 Apr 2021

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