International Perspectives on Knowledge and Curriculum: Epistemic Quality across School Subjects

This book explores the epistemic quality of education in schools, acknowledging the significance of transformation processes and looking at how to democratize and open up access to powerful knowledge for all through the curriculum.

Format: Hardback
Length: 256 pages
Publication date: 24 February 2022
Publisher: Bloomsbury Publishing PLC

Drawing on the concept of powerful knowledge, this book delves into the epistemic quality of education in schools, examining the knowledge, understanding, and skills that students are expected to acquire through the curriculum. Recognizing the importance of transformation processes, the authors acknowledge how specialized knowledge developed in subject disciplines is reshaped and re-presented in educational environments. Moving beyond the narrow knowledge vs. skills debate of the 20th century, the authors explore how we can democratize and open up access to the powerful knowledge for all through the school curriculum.

This book emerges from the work of the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22). It draws upon studies conducted in various national contexts, including Finland, France, Germany, Norway, Sweden, and the UK, and considers the implications for curriculum innovation at policy, programmatic, and classroom levels.

The authors argue that the traditional curriculum often fails to adequately address the complex and rapidly changing world we live in. They propose a shift towards a more holistic and interdisciplinary approach that emphasizes critical thinking, problem-solving, and creativity. By integrating knowledge from different subject disciplines, students can develop a broader understanding of the world and the ability to apply their skills in real-world situations.

The book also highlights the importance of teacher education in promoting epistemic quality. Teachers play a crucial role in shaping students' knowledge and understanding, and they need to be equipped with the necessary skills and knowledge to facilitate this process. The authors suggest that teacher education programs should focus on developing teachers' capacity to engage students in meaningful learning experiences, promote critical thinking, and create inclusive learning environments.

Furthermore, the book explores the role of technology in enhancing epistemic quality. The authors argue that technology can be used as a powerful tool to facilitate access to knowledge, promote collaboration, and enhance student learning. However, they also emphasize the need for careful consideration of the ethical implications of technology use in education, such as privacy, equity, and digital literacy.

In conclusion, this book offers a comprehensive and thought-provoking exploration of the epistemic quality of education in schools. It challenges the traditional curriculum and proposes a more holistic and interdisciplinary approach that emphasizes critical thinking, problem-solving, and creativity. By promoting teacher education, integrating technology, and creating inclusive learning environments, we can strive to provide students with the knowledge and skills they need to thrive in the 21st century.

Weight: 532g
Dimension: 352 x 210 x 22 (mm)
ISBN-13: 9781350167094