Equity, Teaching Practice and the Curriculum: Exploring Differences in Access to Knowledge

This book explores the differences in classroom discourses and concepts of knowledge in high- and low-performance classrooms, using empirical research from Sweden. It presents a theory-based framework for classroom research and discusses the central concepts of knowledge, curriculum, pedagogy, and equity. It analyzes the relationships between teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. The book provides valuable insights into the intersections between classroom practice, student performance, and teacher expectations and is of interest to academics, researchers, and post-graduate students in the fields of curriculum research, education policy, teacher education, and classroom practice.

Format: Hardback
Length: 158 pages
Publication date: 08 February 2022
Publisher: Taylor & Francis Ltd

This comprehensive book delves into the intricate dynamics of classroom discourses and knowledge concepts, shedding light on their profound impact on teaching practices across high- and low-performance classrooms. Drawing upon extensive empirical research conducted in Swedish classrooms, the author presents a theory-based framework for classroom research, offering a rich and insightful perspective.

The book explores the core concepts of knowledge, curriculum, pedagogy, and equity, examining their role in shaping differences in access to knowledge and their consequential effects on students' future opportunities and well-being. It conducts a thorough analysis of the relationships between various teaching factors and delves into teaching from democratic perspectives, which have been developed within the framework of curriculum theory. By seamlessly integrating insights from curriculum theory with those from sociolinguistic and sociocultural classroom research, the book pioneers a groundbreaking approach to recontextualizing knowledge from curriculum content into practical teaching practices within the context of a standards-based curriculum.

This book offers invaluable insights into the intricate interplay between classroom practice, student performance, and teacher expectations, making it a valuable resource for academics, researchers, and post-graduate students engaged in the fields of curriculum research, education policy, teacher education, and classroom practice. Its comprehensive coverage and rigorous analysis provide a deep understanding of the complex factors that shape teaching and learning, offering practical strategies for educators to enhance their practice and promote equitable outcomes for all students.

Weight: 471g
Dimension: 234 x 156 (mm)
ISBN-13: 9781032110202