NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ865687
Record Type: Journal
Publication Date: 2009-Jun
Pages: 13
Abstractor: As Provided
Reference Count: 14
ISSN: ISSN-0307-5079
The Relationship between Knowledge Structure and Curriculum: A Case Study in Sociology
Luckett, Kathy
Studies in Higher Education, v34 n4 p441-453 Jun 2009
This article aims to address a theoretical question, "what is the relationship between knowledge structure and curriculum structure?", by answering an empirical, context-specific question, "what drives and legitimates the curriculum in one sociology department?", with an emphasis on surfacing the "recontextualising rules" at work in this particular institutional context. These questions were explored by conducting a case study in the wake of a departmental review. The conceptual framework for the article is based on Bernstein's sociology of education and on those who have developed his work further. The findings support Bernstein's characterisation of sociology as a discipline with weak external boundaries, a horizontal segmental structure and a "weak grammar", and, it is suggested, with knowledge claims that tend to be legitimated by social rather than epistemic relations. In this particular case study, the horizontal, segmental structure of the discipline was seen to be reflected in a curriculum that currently lacks coherence and cohesion.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A