Building a knowledge structure for English : reflections on the challenges of coherence, cumulative learning, portability and face validity
A curriculum is a knowledge structure outlining what is to be learned in what order. The Australian curriculum for English emphasises creation of a 'coherent' and 'cumulative' 'body of knowledge about how the English language works', with learning that is 'portable...
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| Veröffentlicht in: | The Australian journal of education 2011-12, Vol.55 (3), p.197-213 |
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| container_title | The Australian journal of education |
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| creator | Mary Macken-Horarik |
| description | A curriculum is a knowledge structure outlining what is to be learned in what order. The Australian curriculum for English emphasises creation of a 'coherent' and 'cumulative' 'body of knowledge about how the English language works', with learning that is 'portable and applicable to new settings across the school years and beyond'. But what happens when those charged with implementing curriculum cannot agree on 'what counts'? This article reflects on key differences between stakeholders about disciplinarity in English, drawing on sociological categories of Bernstein and Maton. The fourth challenge facing implementation is 'face validity'. The creation of a viable knowledge structure for English makes it crucial that teachers and professional bodies find it acceptable. The article concludes with a heuristic figure for representing key parameters of knowledge structure in English and a proposal for interrelating these so as to optimise implementation of the curriculum in Australian classrooms. [Author abstract, ed] |
| doi_str_mv | 10.1177/000494411105500303 |
| format | Article |
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The Australian curriculum for English emphasises creation of a 'coherent' and 'cumulative' 'body of knowledge about how the English language works', with learning that is 'portable and applicable to new settings across the school years and beyond'. But what happens when those charged with implementing curriculum cannot agree on 'what counts'? This article reflects on key differences between stakeholders about disciplinarity in English, drawing on sociological categories of Bernstein and Maton. The fourth challenge facing implementation is 'face validity'. The creation of a viable knowledge structure for English makes it crucial that teachers and professional bodies find it acceptable. The article concludes with a heuristic figure for representing key parameters of knowledge structure in English and a proposal for interrelating these so as to optimise implementation of the curriculum in Australian classrooms. 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| fulltext | fulltext |
| identifier | ISSN: 0004-9441 |
| ispartof | The Australian journal of education, 2011-12, Vol.55 (3), p.197-213 |
| issn | 0004-9441 2050-5884 |
| language | eng |
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| source | Education Source; SAGE Complete |
| subjects | Australia Cognitive Structures Coherence Core curriculum Curriculum Design Curriculum Development Curriculum Implementation Differences Discipline Educational Environment Educational Objectives Educational Policy Educational Principles English as a second language learning English curriculum English Instruction Epistemology Face (Body) Foreign Countries Grammar Heuristics Intellectual Disciplines Knowledge Knowledge Base for Teaching Knowledge representation Language Language Acquisition Learning Processes National Curriculum Policy Analysis Policy Formation Politics of Education Problems Professional Associations Role of Education Sociolinguistics Stakeholders Teacher Educators Teachers Teaching Training Transfer of Training Validity |
| title | Building a knowledge structure for English : reflections on the challenges of coherence, cumulative learning, portability and face validity |
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