| Description |
1 online resource |
|
data file |
| Bibliography |
Includes bibliographical references (pages 147-156) and index. |
| Summary |
Rosamund Sutherland argues against a skills-based curriculum suggesting that, from a social justice perspective, the priority of schools should be to teach traditional subjects, such as mathematics and history, giving young people the formal knowledge they are not likely to learn outside school. She draws on the work of Michael Young, Lev Vygotsky, Amaryta Sen and David Olson in order to develop new theoretical and practical insights that offer ways of changing policy and practice to improve equality and life chances for young people. |
| Contents |
An unfolding story -- Expanding the possible: people and technologies -- Knowledge worlds: boundaries and barriers -- Ways of knowing: everyday and academic knowledge -- Schools as spaces for creating knowledge -- Assessment and the curriculum in a digital age -- Education in the 21st century -- The idea of justice in education. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Social justice -- Study and teaching.
|
|
Social justice -- Study and teaching. |
|
Social justice. |
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Education -- Curricula.
|
|
Education -- Curricula. |
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EDUCATION -- Educational Policy & Reform -- School Safety. |
|
Society. |
| Genre/Form |
Electronic books.
|
| Other Form: |
Print version: 9781306142991 |
| ISBN |
1306142997 (electronic book) |
|
9781306142991 (electronic book) |
|
9781447305262 (electronic book) |
|
1447305264 (electronic book) |
|
9781447311799 |
|
1447311795 |
|
1447305248 |
|
9781447305248 |
|
1447305256 |
|
9781447305255 |
|
