Longstanding cultural heritages about the nature of knowledge
continue to dominate Western education. Yet the ways of knowing
represented through teaching and workplace practices, including
assessment, and their relationship to views of learning, are often
ignored in debates about learning. This book provides a rich
collection of readings that challenge traditional understandings of
knowledge and the view of mind that underpins them. It offers
socioculturally informed alternatives and tools for innovating
change and transforming practice that value different ways of
knowing, embracing those that learners bring to educational and
workplace settings.
The book takes forward thinking about curriculum in a number of
unique and important ways. It adopts a relational view of learning
and knowledge, covers educational and workplace learning, and
examines knowledge from a sociocultural perspective where learner
identities are conceived as forms of competency or knoweldge. It
presents challenging ways of thinking about knowledge and learning
and considers how to enact these in practice. Drawing from the
international literature, this book will be essential reading for
students of curriculum, learning and assessment in all sectors from
primary to further and higher education. It is suitable as a core
text for masters and taught doctorate programmes. It will also be
of interest to a wide range of professionals involved with the
processes of curriculum, learning and the practice of teaching and
assessment.
It will be relevant to those in work-based and professional
education and training and informal educationsl settings, as well
as traditional educational institutions at all levels. A unique
collection in a field that is underrepresented, it will also be of
interest to an academic audience.
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