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Knowledge and Practice: Representations and Identities

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Overview

Longstanding cultural heritages about the nature of knowledge continue to dominate Western education. Yet the ways of knowing represented through teaching and workplace practices, including assessment, and their relationship to views of learning, are often ignored in debates about learning. This book provides a rich collection of readings that challenge traditional understandings of knowledge and the view of mind that underpins them. It offers socioculturally informed alternatives and tools for innovating change and transforming practice that value different ways of knowing, embracing those that learners bring to educational and workplace settings.

The book takes forward thinking about curriculum in a number of unique and important ways. It adopts a relational view of learning and knowledge, covers educational and workplace learning, and examines knowledge from a sociocultural perspective where learner identities are conceived as forms of competency or knoweldge. It presents challenging ways of thinking about knowledge and learning and considers how to enact these in practice. Drawing from the international literature, this book will be essential reading for students of curriculum, learning and assessment in all sectors from primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will also be of interest to a wide range of professionals involved with the processes of curriculum, learning and the practice of teaching and assessment.

It will be relevant to those in work-based and professional education and training and informal educationsl settings, as well as traditional educational institutions at all levels. A unique collection in a field that is underrepresented, it will also be of interest to an academic audience.

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Product Details

Table of Contents

Sect. 1 Epistemological dilemmas 1

1 Everyday life and learning Jean Lave Lave, Jean 3

2 Abilities are forms of developing expertise Robert J. Sternberg Sternberg, Robert J. 15

3 On two metaphors for learning and the dangers of choosing just one

4 Concepts of workplace knowledge John Stevenson Stevenson, John 46

Sect. 2 Thinking about curriculum 59

5 Constituting the workplace curriculum Stephen Billett Billett, Stephen 61

6 Emotion, functionality and the everyday experience of music : where does the music education fit? John Sloboda Sloboda, John 74

7 Information and communications technology, knowledge and pedagogy Robert McCormick McCormick, Robert Peter Scrimshaw Scrimshaw, Peter 86

8 Students' experiences of ability grouping : disaffection, polarisation and the construction of failure Jo Boaler Boaler, Jo Dylan William William, Dylan Margaret Brown Brown, Margaret 104

Sect. 3 Representations of knowledge and learner identities 123

9 Changing pedagogy : vocational learning and assessment David Boud Boud, David Geof Hawke Hawke, Geof Nancy Falchikov Falchikov, Nancy 125

10 Mapping the transformation of understanding Marilyn Fleer Fleer, Marilyn Carmel Richardson Richardson, Carmel 138

11 Learning to be engineers : how engineer identity embodied expertise, gender, and power Karen L. Tonso Tonso, Karen L. 152

12 Expanding our understandings of urban science education by expanding the roles of students as researchers Rowhea Elmesky Elmesky, Rowhea Kenneth Tobin Tobin, Kenneth 166

13 Schooled mathematics and cultural knowledge Guida de Abreu de Abreu, Guida Tony Cline Cline, Tony 189

Index 205

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