On the making and faking of knowledge value in higher education curricula

ABSTRACT

This paper uses Bernstein's sociology of knowledge and studies of professional knowledge and expertise to identify how knowledge value is constituted in higher education curricula. It is argued that different knowledge structures and forms of disciplinary community influence how curricula are determined, and lead to distinctive types of knowledge value that reflect curriculum purpose. Three models of curriculum construction are presented to distinguish between the constitution of value in the curricula of (i) pure disciplines, (ii) ‘stronger’ professional disciplines and (iii) ‘weaker’ occupational disciplines. These illustrate how processes of knowledge selection and transformation, and the dynamics of disciplinary and professional communities, can lead to the strengthening or undermining of knowledge value.

KEYWORDS:

• Curriculum
• knowledge differentiation
• recontextualisation
• Bernstein

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

Part of the research that underpins this paper was supported by the Society for Educational Studies.