New book explores role of knowledge and content in classroom teaching and the curriculum

‘Knowledge, Content, Curriculum and Didaktik: Beyond Social Realism’ analyses the role of knowledge, and curriculum content, in relation to curriculum policy, curriculum planning and classroom teaching.

The book argues that knowledge and content should be linked to the development of human powers or capabilities needed for the 21st century, such as humans’ understandings, abilities, and dispositions. It also explores the challenges for curriculum policy, curriculum planning and classroom teaching. 

The work discusses, among other issues:

• Educational aims and theories of knowledge
• School subjects and academic disciplines: differences and relationships
• School subjects and theories of content
• Understanding the content for teaching

‘Knowledge, Content, Curriculum and Didaktik: Beyond Social Realism’ has received positive reviews, including praise from renowned professors Michael Young and David Lambert.

The author, Zongyi Deng is Professor of Curriculum and Pedagogy at the IOE and is an executive editor of the Journal of Curriculum Studies.

Professor Deng is also a member of the Subject Specialism Research Group at the IOE. His book closely relates to the aims of the Group.

These are:

• to conduct and promote research into subject-specialist teaching, across the areas of curriculum, pedagogy and assessment
• to investigate the leading role of knowledge within our schools.

Links

• Knowledge, Content, Curriculum and Didaktik: Beyond Social Realism
• View Professor Zongyi Deng’s research profile
• Subject Specialism Research Group
• Department of Curriculum, Pedagogy and Assessment

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Credit: Phil Meech for UCL Institute of Education