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Longstanding cultural heritages about the nature of kwledge continue to dominate Western education. Yet the ways of kwing represented through teaching and workplace practices, including assessment, and their relationship to views of learning, are often igred in debates about learning. This book provides a rich collection of readings that challenge traditional understandings of kwledge and the view of mind that underpins them. It offers socioculturally informed alternatives and tools for invating change and transforming practice that value different ways of kwing, embracing those that learners bring to educational and workplace settings. The book takes forward thinking about curriculum in a number of unique and important ways. It adopts a relational view of learning and kwledge, covers educational and workplace learning, and examines kwledge from a sociocultural perspective where learner identities are conceived as forms of competency or kweldge. It presents challenging ways of thinking about kwledge and learning and considers how to enact these in practice. Drawing from the international literature, this book will be essential reading for students of curriculum, learning and assessment in all sectors from primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will also be of interest to a wide range of professionals involved with the processes of curriculum, learning and the practice of teaching and assessment. It will be relevant to those in work-based and professional education and training and informal educationsl settings, as well as traditional educational institutions at all levels. A unique collection in a field that is underrepresented, it will also be of interest to an academic audience.
SAGE Publications Ltd
Date of Publication
Education & Teaching
Published in Association with the Open University
Place of Publication
Country of Publication
SAGE Publications Ltd
black & white illustrations, black & white tables, figures