Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view

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dc.contributor.authorShay, Suellenen_ZA
dc.date.accessioned2014-07-29T08:36:58Z
dc.date.available2014-07-29T08:36:58Z
dc.date.issued2012en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Sociology of Education on 27 July 2012, available online: http://www.tandfonline.com/10.1080/01425692.2012.722285.en_ZA
dc.description.abstractSociologists of education rooted in social realism have for more than a decade argued that knowledge matters in education, there are different kinds of knowledge, not all forms of knowledge are equal and that these differentiations have significant implications for curriculum. While this argument has made an important contribution to both theoretical and policy debate, the implications for curriculum have not been sufficiently addressed. In other words, a theory of differentiated knowledge has not translated into an adequate theory of differentiated curriculum. Drawing on Basil Bernstein's work on knowledge differentiation and Karl Maton's Legitimation Code Theory, this paper offers an empirically derived emerging framework for conceptualizing differentiated higher education curricula with a particular interest in occupationally and professionally oriented curricula. The framework illuminates the principles underlying curriculum differentiation, thus enabling a richer conversation about epistemological access and progression.en_ZA
dc.identifier.apacitationShay, S. (2012). Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view. <i>British Journal of Sociology of Education</i>, http://hdl.handle.net/11427/3331en_ZA
dc.identifier.chicagocitationShay, Suellen "Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view." <i>British Journal of Sociology of Education</i> (2012) http://hdl.handle.net/11427/3331en_ZA
dc.identifier.citationShay, S. 2012. Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view. British Journal of Sociology of Education.en_ZA
dc.identifier.issn1465-3346en_ZA
dc.identifier.ris TY - Journal Article AU - Shay, Suellen AB - Sociologists of education rooted in social realism have for more than a decade argued that knowledge matters in education, there are different kinds of knowledge, not all forms of knowledge are equal and that these differentiations have significant implications for curriculum. While this argument has made an important contribution to both theoretical and policy debate, the implications for curriculum have not been sufficiently addressed. In other words, a theory of differentiated knowledge has not translated into an adequate theory of differentiated curriculum. Drawing on Basil Bernstein's work on knowledge differentiation and Karl Maton's Legitimation Code Theory, this paper offers an empirically derived emerging framework for conceptualizing differentiated higher education curricula with a particular interest in occupationally and professionally oriented curricula. The framework illuminates the principles underlying curriculum differentiation, thus enabling a richer conversation about epistemological access and progression. DA - 2012 DB - OpenUCT DP - University of Cape Town J1 - British Journal of Sociology of Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 SM - 1465-3346 T1 - Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view TI - Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view UR - http://hdl.handle.net/11427/3331 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3331
dc.identifier.vancouvercitationShay S. Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view. British Journal of Sociology of Education. 2012; http://hdl.handle.net/11427/3331.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.sourceBritish Journal of Sociology of Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1080/01425692.2012.722285
dc.subject.othercurriculumen_ZA
dc.subject.otherhigher educationen_ZA
dc.subject.otherknowledgeen_ZA
dc.subject.otherdifferentiationen_ZA
dc.subject.otherBasil Bernsteinen_ZA
dc.subject.otherLegitimation Code Theoryen_ZA
dc.titleConceptualizing curriculum differentiation in higher education: a sociology of knowledge point of viewen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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