TY  - BOOK
AU  - McPhail,Graham
AU  - Pountney,Richard
AU  - Wheelahan,Leesa
TI  - Emerging perspectives from social realism on knowledge and education: curricula, pedagogy, identity, and equity 
T2  - Routledge research in the sociology of education
SN  - 9781032707051
U1  - 375/.001 23/eng/20240712
PY  - 2025///
CY  - Abingdon, Oxon, New York, NY
PB  - Routledge
KW  - Curriculum planning
KW  - Critical pedagogy
KW  - Social realism
KW  - Education
KW  - Curricula
KW  - Philosophy
KW  - Knowledge, Sociology of
KW  - Educational equalization
KW  - EDUCATION / Curricula
KW  - EDUCATION / Philosophy & Social Aspects
KW  - EDUCATION / General
N2  - "This book brings the key ideas and concepts of social realism to bear on current debates in the fields of knowledge and curriculum. The key concern of this collection is to highlight matters related to knowledge and the influence these dimensions have on the formation of curricula, pedagogy, identity, and equity in educational contexts. Presenting new perspectives on the place of various types and forms of knowledge in contemporary education, this book explores two central questions, 'what type of knowledge is most important to include in a curriculum?' and 'what is meant by disciplinary knowledge?'. The chapters use empirical examples to illustrate how the issues play out on a global stage, interweaving the social justice concern of equitable access to disciplinary knowledge throughout. In particular, the authors address the emerging theorisation of issues related to the decolonisation of curricula, the recontextualisation of 'non-traditional' knowledge into the curriculum, and to teacher education. Offering new philosophical and theoretical perspectives, this book will be of interest to researchers, scholars, and students examining the fields of knowledge and curriculum, and the sociology of education more broadly"--
UR  - https://www.taylorfrancis.com/books/9781032707051
ER  -