Curriculum updating research underpinnings I have no credit card free local fuck date

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The issue is about the nature of knowledge and the extent to which education should, or should not, use knowledge to empower, or to disempower, its users.The central question in this debate is about “who controls knowledge” (Quinn, 1998) because it is argued that knowledge is not neutral; rather, it is a concept which carries connotations for power, dominance and control (Foucault, 1980; Bourdieu, 1997; Quinn, 1998).Advocating a reconstructionist stance, Lawton (1989) points out that: Education cannot be value-free.Different value systems or ideologies will generate different curricula.The latter view seeks to answer questions such as: Which knowledge is taught? [i.e.,] individuals exercise power as a result of their social relationships within institutional structures that provide meaning to their actions and also constrain them’ (Tollefson, 1991: 9).

Young (2003) for instance argues that curriculum can be viewed as ‘a selection of knowledge that [reflects] the interests of those with power’ (p. She points out that curriculum policy ‘is always situated within a particular historical, political, social and economic context’ (p.Next, the paper will discuss curriculum with reference to educators’ and policy-makers’ epistemological beliefs.It will look at how different conceptualisations of curriculum are linked to our conceptions of learning, teaching and knowledge.Taking this into account, this paper will attempt to discuss how curriculum can be conceptualised in education in general, and in foreign language teaching in particular.The aim will be to generate questions for debate rather than to find answers.

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