Markwick, A;
Reiss, MJ;
(2024)
Reconceptualising the school curriculum to address global challenges: Marrying aims-based and ‘powerful knowledge’ approaches.
Curriculum Journal
10.1002/curj.258.
(In press).
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Abstract
Today's school students are inheriting complex and harmful global challenges that are potentially irreversible and which they will need to address. The ability to think critically and creatively, to work in interdisciplinary teams and to understand the importance of a healthy planet for all life will be needed for success. Education has a major role in helping humanity achieve this. This article argues that transformations in both curriculum and pedagogy are required. It offers a potential conceptualisation and examples of what learning might look like to achieve these aims, exemplified by school science education as science will need to play a significant role if these global challenges are to be successfully met. This new conceptualisation draws upon Young's (2012, 2013) ‘powerful knowledge’ and the rather different approach found in Reiss and White's (2013) arguments for an ‘aims-based’ curriculum to propose curricula and associated pedagogies that can potentially address the global challenges of our times.
| Type: | Article |
|---|---|
| Title: | Reconceptualising the school curriculum to address global challenges: Marrying aims-based and ‘powerful knowledge’ approaches |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1002/curj.258 |
| Publisher version: | https://doi.org/10.1002/curj.258 |
| Language: | English |
| Additional information: | © 2024 The Authors. The Curriculum Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
| Keywords: | Aims-based curriculum, global challenges, pedagogy, powerful knowledge |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10189323 |
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