dc.contributor.author |
McPhail, Graham |
en |
dc.coverage.spatial |
Auckland, New Zealand |
en |
dc.date.accessioned |
2017-11-29T04:38:29Z |
en |
dc.date.available |
2016-08-30 |
en |
dc.date.issued |
2017-07 |
en |
dc.identifier.citation |
New Zealand Journal of Educational Studies, 52(1):57-71 Jul 2017 |
en |
dc.identifier.issn |
0028-8276 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/36597 |
en |
dc.description.abstract |
There is no doubt cultural and technological changes in the late 20th century and beyond have had profound effects on what counts as knowledge and what knowledge counts both at school and at university. This paper considers some implications of a disjuncture identified by Gould (The New Zealand Herald, 2010) between the curricula and pedagogy experienced in the secondary school and that at the university. Utilising three research studies that deal with the problem of students’ readiness for tertiary study I consider the importance of disciplinary knowledge in the identity formation of students within the current neo-liberal environment. By using Bernstein’s concepts of recontextualisation, trainability, and pedagogic populism I suggest the current instrumentalist emphasis in secondary education runs the risk of undermining a core purpose of education, the development of dispositions and qualities that are by-products of a deep engagement with disciplinary ways of knowing. |
en |
dc.language |
English |
en |
dc.publisher |
New Zealand Association for Research in Education |
en |
dc.relation.ispartofseries |
New Zealand Journal of Educational Studies |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.springer.com/education+%26+language/journal/40841?detailsPage=pltci_2551698 |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Does knowledge matter? Disciplinary identities and students’ readiness for university |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1007/s40841-016-0053-0 |
en |
pubs.issue |
1 |
en |
pubs.begin-page |
57 |
en |
pubs.volume |
52 |
en |
dc.rights.holder |
Copyright: New Zealand Association for Research in Education |
en |
pubs.author-url |
https://link.springer.com/article/10.1007/s40841-016-0053-0 |
en |
pubs.end-page |
71 |
en |
pubs.publication-status |
Published |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
491947 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Curriculum and Pedagogy |
en |
dc.identifier.eissn |
2199-4714 |
en |
pubs.record-created-at-source-date |
2015-07-21 |
en |
pubs.online-publication-date |
2016-09-07 |
en |