The relationship between knowledge structure and curriculum: a case study in sociology

dc.contributor.authorLuckett, Kathyen_ZA
dc.date.accessioned2014-07-29T08:37:03Z
dc.date.available2014-07-29T08:37:03Z
dc.date.issued2009en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 22 May 2009, available online: http://www.tandfonline.com/10.1080/03075070902772018.en_ZA
dc.description.abstractThis article aims to address a theoretical question, ‘what is the relationship between knowledge structure and curriculum structure?’, by answering an empirical, context-specific question, ‘what drives and legitimates the curriculum in one sociology department?’, with an emphasis on surfacing the ‘recontextualising rules’ at work in this particular institutional context. These questions were explored by conducting a case study in the wake of a departmental review. The conceptual framework for the article is based on Bernstein’s sociology of education and on those who have developed his work further. The findings support Bernstein’s characterisation of sociology as a discipline with weak external boundaries, a horizontal segmental structure and a ‘weak grammar’, and, it is suggested, with knowledge claims that tend to be legitimated by social rather than epistemic relations. In this particular case study, the horizontal, segmental structure of the discipline was seen to be reflected in a curriculum that currently lacks coherence and cohesion.en_ZA
dc.identifier.apacitationLuckett, K. (2009). The relationship between knowledge structure and curriculum: a case study in sociology. <i>Studies in Higher Education</i>, http://hdl.handle.net/11427/3339en_ZA
dc.identifier.chicagocitationLuckett, Kathy "The relationship between knowledge structure and curriculum: a case study in sociology." <i>Studies in Higher Education</i> (2009) http://hdl.handle.net/11427/3339en_ZA
dc.identifier.citationLuckett, K. 2009. The relationship between knowledge structure and curriculum: a case study in sociology. Studies in Higher Education.en_ZA
dc.identifier.issn1470-174Xen_ZA
dc.identifier.ris TY - Journal Article AU - Luckett, Kathy AB - This article aims to address a theoretical question, ‘what is the relationship between knowledge structure and curriculum structure?’, by answering an empirical, context-specific question, ‘what drives and legitimates the curriculum in one sociology department?’, with an emphasis on surfacing the ‘recontextualising rules’ at work in this particular institutional context. These questions were explored by conducting a case study in the wake of a departmental review. The conceptual framework for the article is based on Bernstein’s sociology of education and on those who have developed his work further. The findings support Bernstein’s characterisation of sociology as a discipline with weak external boundaries, a horizontal segmental structure and a ‘weak grammar’, and, it is suggested, with knowledge claims that tend to be legitimated by social rather than epistemic relations. In this particular case study, the horizontal, segmental structure of the discipline was seen to be reflected in a curriculum that currently lacks coherence and cohesion. DA - 2009 DB - OpenUCT DP - University of Cape Town J1 - Studies in Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 SM - 1470-174X T1 - The relationship between knowledge structure and curriculum: a case study in sociology TI - The relationship between knowledge structure and curriculum: a case study in sociology UR - http://hdl.handle.net/11427/3339 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3339
dc.identifier.vancouvercitationLuckett K. The relationship between knowledge structure and curriculum: a case study in sociology. Studies in Higher Education. 2009; http://hdl.handle.net/11427/3339.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceStudies in Higher Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1080/03075070902772018
dc.titleThe relationship between knowledge structure and curriculum: a case study in sociologyen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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