Journal article
Schools, universities and history in the world of twenty-first century skills "The end of knowledge as we know it"?
Lyn Yates
HISTORY OF EDUCATION REVIEW | EMERALD GROUP PUBLISHING LTD | Published : 2017
Abstract
Purpose: This paper was originally presented as a keynote presentation to the annual conference of the ANZHES whose theme was “knowledge skills and expertise”. The purpose of this paper is to reflect on history as a field of study in the context of changing conditions and new debates about knowledge in the twenty-first century. Design/methodology/approach: The paper reviews three important lines of sociological argument about changed conditions for knowledge: the case to “bring knowledge back in” to school curriculum; the contention that knowledge in universities is moving from “mode 1” to “mode 2” forms; and arguments about testing and audit culture effects on the practices of universities ..
View full abstractGrants
Awarded by Australian Research Council
Funding Acknowledgements
This article is a revised version of an invited keynote paper to the ANZHES Conference held at the University of Melbourne in December 2014. The author wishes to acknowledge the financial support of the Australian Research Council for the project "Knowledge building in school and higher education: policy strategies and effects (DP110102466)", and the many fruitful discussions she has had with other members of the research team on this project, Peter Woelert, Victoria Millar and Kate O'Connor, in the course of this project. A more detailed book based on the project is in preparation "since published as Yates et al., 2017".