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The Curriculum Journal Volume 30, 2019 - Issue 2: After the knowledge turn? Politics and pedagogy
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Original Articles

An engaging pedagogy for an academic curriculum

Elizabeth RataSchool of Critical Studies in Education, Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand; Correspondence[email protected]
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,
Graham McPhailSchool of Curriculum and Pedagogy, Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand; View further author information
&
Brian BarrettDepartment of Foundations and Social Advocacy, State University of New York at Cortland, New York, NY, USAView further author information
Pages 162-180 | Received 05 Jun 2018, Accepted 28 Nov 2018, Published online: 11 Jan 2019

Citations (14)

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Read on this site (4)

Graham McPhail, Barbara Ormond & Alexis Siteine. (2023) Knowledge and the New Zealand curriculum ‘refresh’. Journal of Curriculum Studies 55:5, pages 509-526.
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April Walker & Todd Kettler. (2022) Teaching as Complex Intellectual Work: A Phenomenological Study of Social Studies Pedagogy. The Social Studies 113:6, pages 283-299.
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Huiwen Gao. (2022) The status quo of online and offline moral education classroom barriers and connecting paths. Educational Philosophy and Theory 54:11, pages 1868-1877.
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Yew-Jin Lee & Dongsheng Wan. (2022) Cognitive demands and opportunities for access in school curricula from mainland China: an integrated analysis based on specialisation codes. Educational Studies 0:0, pages 1-19.
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Articles from other publishers (10)

Erik Bratland & Mohamed El Ghami. (2022) Recontextualization of knowledge in the new Norwegian curriculum: Epistemic and non‐epistemic design in learning objectives for social studies. The Curriculum Journal 34:3, pages 457-471.
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Yuliya Vladimirovna Grecu. (2023) Differentiated instruction: Curriculum and resources provide a roadmap to help English teachers meet students’ needs. Teaching and Teacher Education 125, pages 104064.
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Erik Bratland & Mohamed El Ghami. (2022) Epistemic and Nonepistemic Design in Textbooks in Social Studies for Lower Secondary School: Do the Textbooks Facilitate Knowledge Building and In-Depth Learning?. Education Research International 2022, pages 1-10.
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Yew-Jin Lee & Dongsheng Wan. (2020) How Complex or Abstract Are Science Learning Outcomes? A Novel Coding Scheme Based on Semantic Density and Gravity. Research in Science Education 52:2, pages 493-509.
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Esther K. L. F. Vernon. (2021) Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography. The Curriculum Journal 32:4, pages 626-651.
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Elizabeth Rata. (2021) The Curriculum Design Coherence Model in the Knowledge‐Rich School Project. Review of Education 9:2, pages 448-495.
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Elizabeth Rata. 2021. Perspectives on the Knowledge Problem in New Zealand Education. Perspectives on the Knowledge Problem in New Zealand Education 3 9 .
Andreas Ottemo, Maria Berge & Eva Silfver. (2020) Contextualizing technology: Between gender pluralization and class reproduction. Science Education 104:4, pages 693-713.
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Elizabeth Rata & Graham McPhail. 2020. Teacher Education in Globalised Times. Teacher Education in Globalised Times 311 329 .
Elizabeth Rata. (2019) Knowledge‐rich teaching: A model of curriculum design coherence. British Educational Research Journal 45:4, pages 681-697.
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