Journal article
From curriculum to pedagogy and back again: Knowledge, the person and the changing world
L Yates
Pedagogy Culture and Society | Published : 2009
Abstract
This paper reflects on some changing contexts of the discussion of curriculum and pedagogy since the late 1960s, and it draws on three research projects in which the author has been involved to illustrate why pedagogy and curriculum have again become issues of evident public and political concern and to show some particular points of tension in moving forward today. Issues of curriculum and pedagogy came under challenge in association with new social movements of the 1960s and beyond, and the new emphasis on whose knowledge was being privileged in schooling, and what identities and social patterns were being perpetuated through schooling. Today, in the context of global auditing and benchmar..
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Funding Acknowledgements
The author wishes to acknowledge Australian Research Council funding support for the two research projects drawn on in this article, 'Changing Work, Changing Workers, Changing Selves: A Study of Pedagogies in the New Vocationalism' (2002-4), and `School Knowledge, Working Knowledge and the Knowing Subject: A Review of State Curriculum Policies 1975-2005' (2007-8). In both projects she has benefited from many stimulating discussions with her fellow researchers: for the pedagogies project these were Clive Chappell, Nicky Solomon and Mark Tennant (University of Technology, Sydney) and Carolyn Williams (University of Western Sydney); for the current curriculum project, and for some specific discussion about the current paper, this was in particular Cherry Collins (University of Melbourne), along with Katie Wright, May Leckey and Brenda Holt (all University of Melbourne).