Powers of Curriculum Sociological Aspects of Education 2nd Edition by Brad Gobby, Rebecca Walker ISBN 9780190333843 0190333847

PART I » INTRODUCING CURRICULUM

1 What is Curriculum?

Introduction

Power and education

What is curriculum?

Educators thinking big

Conclusion

2 Using Theory to Think Critically about Education

Introduction

Why theory?

Post-structuralist and critical perspectives

Critical pedagogies

Conclusion

3 A History of Schooling and the Making of Children

Introduction

A brief history of schooling: Three perspectives

Childhood and its regulation through schooling

The practices of regulating and forming young citizens

Conclusion

4 Exploring and Embracing Learner Diversity through a Sociological Lens

Introduction

Knowing you and your learners

The politics of schooling and inequality

Social class

Socio-economic status and poverty

Gender

Sexuality

Race and ethnicity

Social justice and equity

Conclusion

5 Educators’ Philosophies: Encountering and Weaving Images

Introduction

Expectations of curriculum

Images of childhood

Images of educators: The dictatorship of no alternatives

An ethic of resistance

Images of learning settings

Conclusion

PART II » UNPACKING CURRICULUM ISSUES

6 Neoliberalism, Education and Curriculum

Introduction

Historical perspectives: The emergence of neoliberalism

Neoliberalism as a form of governance: Key characteristics

Neoliberalism, education and curriculum

The future of neoliberalism (and why thinking about it is important)

Conclusion

7 The Education System and Social Class: A Shifting Relationship

Introduction

Social status and education

The establishment of Australia’s education system

Disadvantage and advantage in 21st-century Australian schooling

Shifts in education policies and practices

Inequality and the curriculum

Conclusion

8 The Trap of Binary Thinking: Problematising Gender and Social Disadvantage

Introduction

Binary thinking

Binary thinking and gender

False dichotomies and norms

Gender and the curriculum

Disadvantage and education

Conclusion

9 Understanding the Techniques of Colonialism: Indigenous Educational Justice

Introduction

Historical and policy context

Understanding the historical legacies of colonisation

Mapping the colonial (and neoliberal) techniques of exclusion

De-colonial and anti-colonial approaches

Conclusion

10 Rethinking Australia’s Cultural Diversity

Introduction

Australia’s multicultural policy

Realising a culturally inclusive agenda through education

Conclusion

11 Psychology, Psychiatry and Neuroscience in Education

Introduction

Psychological knowledge in our everyday life

Developmental psychology in education

Special education

Education and neuroscience

Conclusion

12 Child and Youth Identity Formation: Consumerism and Popular Culture

Introduction

Culture and identity

The influence of popular culture

Fashion: What’s hot and what’s not

Fashion and popularity: A film study

Whose popular culture?

Youth popular culture

Digital and participatory culture

Popular culture in learning contexts

Conclusion

PART III » CREATING AND ENACTING CURRICULUM

13 Critically Reflective Practice: What Is It and Why Is It Needed Now?

Introduction

Two personal anecdotes

Why is CRP needed now?

What makes the thinking ‘critical’?

How does CRP work?

Conclusion

14 The Virtual Schoolbag and Pedagogies of Engagement

Introduction

Schooling disengagement

Engagement through pedagogy

Engagement through curriculum

Conclusion

15 Environment as Curriculum

Introduction

Environments as zones of entanglement

Theoretical perspectives

Characteristics of educational environments

Environments for democracy

Organising space, materials and time

Conclusion

16 Digital Technologies, Schooling and Children’s Rights

Introduction

Digital technologies and schooling

Children’s and young people’s digital rights

A digital rights approach to examining school practices

A digital rights approach in the classroom

Conclusion

17 Datafication and Assessment

Introduction

Assessment in context

Educators making a difference through assessment

Conclusion

18 Planning the Curriculum

Introduction

Planning

Planning and the official curriculum

Agency in planning

Rights-based education

Enacting curriculum through learner-centred approaches

Conclusion

Glossary

Index