Jacques Derrida’s religion with/out religion and the im/possibility of religious education.

in Murphy, M (Ed.) Social theory and educational research (2013)

Knowledge, judgement and the curriculum: On the past, present and future of the idea of 'the practical'.

in Journal of Curriculum Studies (2013), 45(5), 684-696

In 1970, Joseph Schwab published the first of four papers that argued for a turn to the idea of the Practical in curriculum research and practice. In this paper, I revisit Schwab’s original paper and ... [more ▼]

In 1970, Joseph Schwab published the first of four papers that argued for a turn to the idea of the Practical in curriculum research and practice. In this paper, I revisit Schwab’s original paper and explore the extent to which his case for the Practical is still relevant today. I first look at the past of the deliberative tradition in which Schwab’s argument is located. I argue that a more precise engagement with the work of Aristotle – particularly the distinction between making/production and doing, and between knowledge of the eternal and of the variable – can strengthen Schwab’s case and allow for a better understanding of the kind of knowledge and judgement needed in education. In relation to the present, I highlight three ways in which the current context has changed from when Schwab published his paper. These concern the strongly diminished space for teachers’ professional judgement; the rise of a call for evidence-based education; and the shift in curriculum studies away from practical questions. To (re)connect the field of curriculum studies and research with questions about the ‘doing’ of curriculum is, in my view, where a deliberative approach such as the one articulated by Schwab remains highly relevant. [less ▲]

Teacher education for educational wisdom.

in Waldorf Research Bulletin (2013), 18(1),

Capacities and the curriculum

in Priestley, M; Biesta, Gert (Eds.) Reinventing the curriculum. New trends in curriculum policy and practice (2013)

The idea of educational theory.

in Irby, BJ; Brown, G; Lara-Alecio, R (Eds.) et al Handbook of educational theories (2013)

Interrupting the politics of learning

in Power and Education (2013), 5(1), 4-15

In this article, the author raises critical questions about the notion of 'learning', the language of 'learning' and the discourse of 'learning'. The analytical and critical device used is the idea of the ... [more ▼]

In this article, the author raises critical questions about the notion of 'learning', the language of 'learning' and the discourse of 'learning'. The analytical and critical device used is the idea of the 'politics of learning', through which the author highlights the powerful work that is being done by, and which at the very same time is hidden behind, the discourse of 'learning'. The author focuses on the field of lifelong learning, not only because it is here that claims about and demands for learning are most explicitly articulated, but also because this field, through both policy and research, is contributing most strongly to an apparent 'common sense' about learning in contemporary societies. Based on this analysis, the author argues that there is a need for an interruption of the politics of learning in order to reclaim the emancipatory potential of education. [less ▲]

Responsible citizens: Citizenship education between social inclusion and democratic politics

in Priestley, M; Biesta, Gert (Eds.) Reinventing the curriculum. New trends in curriculum policy and practice (2013)

Reinventing the curriculum: New trends in curriculum policy and practice.

Book published by Bloomsbury (2013)

Receiving the gift of teaching: From 'learning from' to 'being taught by.'

in Studies in Philosophy and Education (2013), 32(5), 449-461

“We gotta get out of this place.” On the distance between learning and education in the sensory curriculum.

in The Journal of School and Society (2013), 1(1), -