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'The shadows of "boundary" remain': curriculum coherence and the spectre of practice.
- Source :
- Teaching in Higher Education; Nov2022, Vol. 27 Issue 8, p1027-1041, 15p, 3 Diagrams
- Publication Year :
- 2022
-
Abstract
- This paper will re-visit the origins and early use in South African curriculum writing of the concept of 'coherence'; it will go on to show how Suellen Shay and her colleagues fleshed out the concept and created an instrument for its empirical analysis; it will then step back and examine the contribution and some problems that were brought to light; examine briefly how Shay's later work continued to wrestle with the notion of 'practice', particularly in light of curricula that were judged to display conceptual coherence; and will suggest one possible solution in the seminal paper by Bernstein (2000). Finally, the paper will reflect on two implicit definitions of 'curriculum', a 'strict' one and an 'extended' one and suggest why they should be distinguished. [ABSTRACT FROM AUTHOR]
- Subjects :
- CURRICULUM
HIGHER education research
EMPIRICAL research
Subjects
Details
- Language :
- English
- ISSN :
- 13562517
- Volume :
- 27
- Issue :
- 8
- Database :
- Complementary Index
- Journal :
- Teaching in Higher Education
- Publication Type :
- Academic Journal
- Accession number :
- 159906246
- Full Text :
- https://doi.org/10.1080/13562517.2022.2114339