Forms of knowledge and curriculum coherence

References

• Becher , A. 1989 . Academic tribes and territories , Milton Keynes : Open University Press .
   Google Scholar
• Becher , A. 1994 . The significance of disciplinary differences . Studies in Higher Education , 19 ( 2 ) : 151 – 61 .
   Web of Science ®Google Scholar
• Becher , A. and Parry , S. 2005 . “ The endurance of the disciplines ” . In Governing knowledge: A study of continuity and change in higher education – Festschrift in honour of Maurice Kogan , Edited by: Bleiklie , I. and Henkel , M. 133 – 44 . Dordrecht : Springer .
   Google Scholar
• Beck , J. and Young , M. 2005 . The assault on the professions and the restructuring of academic and professional identities: A Bernsteinian analysis . British Journal of Sociology of Education , 26 ( 2 ) : 183 – 97 .
   Web of Science ®Google Scholar
• Bernstein , B. 2000 . Pedagogy, symbolic control and identity , 2nd ed. , New York : Rowman & Littlefield .
   Google Scholar
• Biglan , A. 1973a . The characteristics of subject matter in different academic areas . Journal of Applied Psychology , 53 ( 3 ) : 195 – 203 .
   Google Scholar
• Biglan , A. 1973b . Relationships between subject matter characteristics and the structure and output of university departments . Journal of Applied Psychology , 53 ( 3 ) : 204 – 13 .
   Web of Science ®Google Scholar
• Burke , P. 2000 . A social history of knowledge: From Gutenberg to Diderot , Cambridge , MA : Polity Press .
   Google Scholar
• Carter , F. 2007 . “ Fractured pedagogy: The design and implementation fault line in architectural knowledge – A conceptual and historical analysis ” . University of Cape Town . Unpublished Masters diss.
   Google Scholar
• Cassirer , E. 1943 . Newton and Leibnitz . Philosophical Review , 52 ( 4 ) : 366 – 91 .
   Google Scholar
• Chisholm , L. , Volmink , J. , Ndhlovu , T. , Potenza , E. , Mahomed , H. , Muller , J. Lubisi , C. 2000 . A South African curriculum for the twenty first century , Pretoria : Department of Education .
   Google Scholar
• Dempster , E.R. and Hugo , W. 2006 . Introducing the concept of evolution into South African schools . South African Journal of Science , 102 ( 3/4 ) : 106 – 12 .
   Web of Science ®Google Scholar
• Deng , Z. 2007 . Transforming the subject matter: Examining the intellectual roots of pedagogical content knowledge . Curriculum Inquiry , 37 ( 3 ) : 279 – 95 .
   Web of Science ®Google Scholar
• Durkheim , E. 1977 . The evolution of educational thought: Lectures on the formation and development of secondary education in France , London : Routledge .
   Google Scholar
• Durkheim , E. 1993 . The division of labour in society , Edited by: Simpson , G. New York : Macmillan .
   Google Scholar
• Dyson , F. 2007 . Working for the revolution . New York Review of Books , 54 ( 16 ) : 45 – 7 .
   Web of Science ®Google Scholar
• Ensor , P. 2006 . “ Curriculum ” . In Transformation in higher education: Global pressures and local realities , Edited by: Cloete , N. , Fehnel , R. , Maassen , P. , Moja , T. , Perold , H. and Gibbon , T. 270 – 95 . Dordrecht : Springer .
   Google Scholar
• Foray , D. and Hargreaves , D. 2003 . The production of knowledge in different sectors: A model and some hypotheses . London Review of Education , 1 ( 1 ) : 7 – 19 .
   Google Scholar
• Gamble , J. 2004 . Tacit knowledge in craft pedagogy: A sociological analysis , University of Cape Town . Unpublished PhD diss.
   Google Scholar
• Gamble , J. 2006 . “ Theory and practice in the vocational curriculum ” . In Knowledge, curriculum and qualifications for South African further education , Edited by: Young , M. and Gamble , J. 87 – 103 . Pretoria : HSRC Press .
   Google Scholar
• Henkel , M. 2000 . Academic identities and policy change in higher education , London : Jessica Kingsley .
   Google Scholar
• Henkel , M. 2005 . “ Academic identity and autonomy revisited ” . In Governing knowledge: A study of continuity and change in higher education – Festschrift in honour of Maurice Kogan , Edited by: Bleiklie , I. and Henkel , M. 145 – 65 . Dordrecht : Springer .
   Google Scholar
• Higher Education Qualifications Framework (HEQF) . 2007 . Higher Education Act, 1997 , Pretoria : Department of Education . (Act no. 101 of 1997)
   Google Scholar
• Kirschner , P. , Sweller , J. and Clark , R. 2006 . Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem‐based, experiential and inquiry‐based teaching . Educational Psychologist , 41 ( 2 ) : 75 – 86 .
   Web of Science ®Google Scholar
• Kolb , D.A. 1981 . “ Learning styles and disciplinary differences ” . In The modern American college , Edited by: Chickering , A. San Francisco , CA : Jossey Bass .
   Google Scholar
• Leavis , F.R. 1972 . Two cultures? The significance of Lord Snow in Nor Shall my Sword: Discourse on Pluralism, Compassion and Social Hope , New York : Barnes & Noble .
   Google Scholar
• Lodahl , J.B. and Gordon , G. 1972 . The structure of scientific fields and the functioning of university graduate departments . American Sociological Review , 37 : 57 – 72 .
   Web of Science ®Google Scholar
• Mackenzie , J. 1998 . Forms of knowledge and forms of discussion . Educational Philosophy and Theory , 30 ( 1 ) : 27 – 49 .
   Google Scholar
• Maton , K. 2007 . “ Knowledge‐knower structures in intellectual and educational fields ” . In Language, knowledge & pedagogy: Functional linguistic & sociological perspectives , Edited by: Christie , F. and Martin , J.R. 87 – 108 . London : Continuum .
   Google Scholar
• Mehl , M. Reflections on the National Skills Conference . Powerpoint presentation to the National Skills Conference . October 18–19 , Johannesburg .
   Google Scholar
• Merton , R.K. 1973 . The sociology of science: Theoretical and empirical investigations , Chicago , IL : University of Chicago Press .
   Google Scholar
• Moore , R. 2003 . Between covenant and contract: The negotiation of academic pedagogic identities . Journal of Education , 30 : 81 – 100 .
   Google Scholar
• Muller , J. 2005 . The world is not enough: Knowledge in question . South African Journal of Higher Education , 19 ( 3 ) : 497 – 511 .
   Google Scholar
• Muller , J. Should educators be wary of evidence? . Proceedings of a double symposium on evidence‐based practice . Pretoria : Academy of Sciences of South Africa .
   Google Scholar
• Muller , J. Recognition and standing in the disciplines . Paper presented to the 5th Basil Bernstein International Symposium . July . UK : Cardiff University .
   Google Scholar
• Muller , J. 2008b . “ La tension essentielle: Essai sur la sociologie du savoir [Essential tension: Essays on the knowledge of sociology] ” . In Actualité de Basil Bernstein: Savoir, pédegogie et société [Basil Bernstein: Knowledge, education and sociology] , Edited by: Frandji , D. and Vitale , P. 245 – 59 . Rennes : University of Rennes Press .
   Google Scholar
• Neumann , R. , Parry , S. and Becher , A. 2002 . Teaching and learning in their disciplinary contexts: A conceptual analysis . Studies in Higher Education , 27 ( 4 ) : 406 – 17 .
   Web of Science ®Google Scholar
• Pantin , C. 1968 . The relations between the sciences , Cambridge : Cambridge University Press .
   Google Scholar
• Parry , S. 2007 . Disciplines and doctorates , Dordrecht : Springer .
   Google Scholar
• Polanyi , M. 1962 . The republic of science . Minerva , 1 ( 1 ) : 54 – 73 .
   Web of Science ®Google Scholar
• Posner , G. and Strike , K. 1976 . A categorisation scheme for principles of sequencing content . Review of Educational Research , 46 ( 4 ) : 665 – 90 .
   Web of Science ®Google Scholar
• Shapin , S. 1996 . The scientific revolution , Chicago : Chicago University Press .
   Google Scholar
• Smeby , J.‐C. 1996 . Disciplinary differences in university teaching . Studies in Higher Education , 21 ( 1 ) : 67 – 79 .
   Google Scholar
• Smeby , J.‐C. 2000 . Disciplinary differences in Norwegian graduate education . Studies in Higher Education , 25 ( 1 ) : 53 – 67 .
   Web of Science ®Google Scholar
• Snow , C.P. 1993 . The two cultures , Cambridge : Cambridge University Press .
   Google Scholar
• Toulmin , S. 1972 . Human understanding , Vol. 1 , Oxford : Clarendon Press .
   Google Scholar
• van Vught , F. Diversity and differentiation in higher education systems . Paper presented to the CHET Differentiation Seminar . November 16 , Erinvale , South Africa.
   Google Scholar
• Vaughn , C. , Reddy , D. , Noakes , T. and Moran , V. 2007 . A commentary on the intellectual health of the nation . South African Journal of Science , 46 ( 4 ) : 665 – 90 .
   Google Scholar
• Wheelahan , L. 2007a . How competency‐based training locks the working class out of powerful knowledge: A modified Bernsteinian analysis . British Journal of Sociology of Education , 28 ( 5 ) : 637 – 51 .
   Web of Science ®Google Scholar
• Wheelahan , L. 2007b . “ The role of theoretical knowledge in vocational qualifications in Australia – A blended Bernsteinian and critiacal realist analysis ” . University of Monash . Unpublished PhD diss.
   Google Scholar
• Young , M. 2006a . “ Conceptualising vocational knowledge: Some theoretical considerations ” . In Knowledge, curriculum and qualifications for South African further education , Edited by: Young , M. and Gamble , J. 104 – 24 . Cape Town : Human Sciences Research Council .
   Google Scholar
• Young , M. 2006b . “ Reforming the further education and training curriculum: An international perspective ” . In Knowledge, curriculum and qualifications for South African further education , Edited by: Young , M. and Gamble , J. 46 – 64 . Cape Town : Human Sciences Research Council .
   Google Scholar
• Zilsel , E. 2003 . The social origins of modern science , Dordrecht : Kluwer .
   Google Scholar