After the knowledge turn? Politics and pedagogy.
- Published in:
- Curriculum Journal, 2019, v. 30, n. 2, p. 99, doi. 10.1080/09585176.2019.1601844
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- Publication type:
- Article
Works matching IS 09585176 AND DT 2019 AND VI 30 AND IP 2
Results: 8
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2
Literature as aesthetic knowledge: implications for curriculum and education.
- Published in:
- Curriculum Journal, 2019, v. 30, n. 2, p. 181, doi. 10.1080/09585176.2019.1576534
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- Publication type:
- Article
3
Correction.
- Published in:
- 2019
- Publication type:
- Correction Notice
4
Knowledge, power and powerful knowledge re-visited.
- Published in:
- Curriculum Journal, 2019, v. 30, n. 2, p. 196, doi. 10.1080/09585176.2019.1570292
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- Publication type:
- Article
5
What is powerful knowledge in school history? Learning from the South African and Rwandan school curriculum documents.
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- Curriculum Journal, 2019, v. 30, n. 2, p. 125, doi. 10.1080/09585176.2018.1557536
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- Publication type:
- Article
6
Polarity in sociology of knowledge: the relationship between disciplinarity, curriculum, and social justice.
- Published in:
- Curriculum Journal, 2019, v. 30, n. 2, p. 144, doi. 10.1080/09585176.2018.1557534
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- Publication type:
- Article
7
On the politics and ambition of the 'turn': unpacking the relations between Future 1 and Future 3.
- Published in:
- Curriculum Journal, 2019, v. 30, n. 2, p. 105, doi. 10.1080/09585176.2019.1575254
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- Publication type:
- Article
8
An engaging pedagogy for an academic curriculum.
- Published in:
- Curriculum Journal, 2019, v. 30, n. 2, p. 162, doi. 10.1080/09585176.2018.1557535
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- Publication type:
- Article