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ERIC Number: EJ1095352
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1356-2517
On the Making and Faking of Knowledge Value in Higher Education Curricula
Hordern, Jim
Teaching in Higher Education, v21 n4 p367-380 2016
This paper uses Bernstein's sociology of knowledge and studies of professional knowledge and expertise to identify how knowledge value is constituted in higher education curricula. It is argued that different knowledge structures and forms of disciplinary community influence how curricula are determined, and lead to distinctive types of knowledge value that reflect curriculum purpose. Three models of curriculum construction are presented to distinguish between the constitution of value in the curricula of (i) pure disciplines, (ii) "stronger" professional disciplines and (iii) "weaker" occupational disciplines. These illustrate how processes of knowledge selection and transformation, and the dynamics of disciplinary and professional communities, can lead to the strengthening or undermining of knowledge value.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom