Room 5.19

Interests:

Curriculum studies; sociology of knowledge; education policy.

Recent writing

• Engagements with engagement: a response to Martin Hall. Community Engagement in South African Higher Education. Kagisano No 6, January 2010.

• (with Michael Young) Three Educational Scenarios for the Future: lessons from the sociology of knowledge. European Journal of Education, Vol. 45, No. 1, 2010, Part I.

• (with Ursula Hoadley) Codes, pedagogy and knowledge Advances in Bernsteinian sociology of education . In M. Apple, S. Ball & L. Gandin (eds) 2010, The Routledge International Handbook of the Sociology of Education. Abingdon: Routledge.

• Forms of knowledge and curriculum coherence. Journal of Education and Work Vol. 22, No. 3, July 2009, 205–226.

• (with Johann Louw and Colin Tredoux) Time-on-task, technology and mathematics achievement. Evaluation and Program Planning 31. 2008: 41–50.

• (with Michael Young) Truth and truthfulness in the sociology of educational knowledge. Theory and Research in Education, vol 5(2). 2007:173–201.

• On splitting hairs: Hierarchy, knowledge and the school curriculum. In F. Christie & J.R. Martin (eds), Language, Knowledge & Pedagogy: Functional Linguistic & Sociological Perspectives, Sydney, Continuum, 2007.

• Should educators be wary of evidence? Academy of Science of South Africa: Proceedings of‘Double Symposium on Evidence-Based Practice: Problems, Possibilities and Politics Symposium 1: Is evidence overrated? – An international seminar on the nature, purposes, ethics and politics of evidence in a democracy. 3 March 2006.

• (with Peter Maassen & Nico Cloete) Modes of Governance and The Limits Of Policy. In N. Cloete et al (eds) Transformation in Higher Education: Global Pressures & Local Realities. Dordrecht: Springer, 2006: 289 – 310.

• Differentiation and progression in the curriculum. In M. Young & J. Gamble (eds), Knowledge, Curriculum and Qualifications for South African Further Education, Cape Town, HSRC Press, 2006: 66 – 86.

• The world is not enough: knowledge in question. South African Journal of Higher Education, 19, 3, 2005: 497 – 511.

• (with Cheryl Reeves) Picking up the pace: variation in the structure and organization of learning school mathematics. Journal of Education, 37, 2005: 97 – 125.

• Assessment, qualifications and the National Qualifications Framework in South African schooling. In L. Chisholm, (ed), Changing Class: Education and Social Change in Post-Apartheid South Africa, HSRC Press & Zed Books, Pretoria & London, 2004: 221 - 246.

• Reading Bernstein, Researching Bernstein. Johan Muller, Brian Davies and Ana Morais. London: Routhledge Falmer pre-publication edit copy, published 2004.

• Reclaiming Knowledge: Social Theory, Curriculum, and Education Policy. Pre-publication edit copy. (book published 2000, London, RoutledgeFalmer)

• Progressivism redux: ethos, policy, pathos. In A. Kraak & M. Young (eds.) Education in Retrospect: Policy and Implementation since 1990, Pretoria & London, HSRC & Institute of Education.

• (with Rob Moore) The growth of knowledge and the discursive gap. British Journal of Sociology of Education, 23, 4, 2002: 627 – 637.

These documents are in PDF format, and can be read using Adobe Reader.