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© 2017

Knowledge at the Crossroads?

Physics and History in the Changing World of Schools and Universities

Book

Table of contents

  1. Front Matter
    Pages i-xii
  2. Introduction

    1. Front Matter
      Pages 1-1
    2. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 3-11
  3. Re-thinking and Reform of Education Today—Foundations and Debates

    1. Front Matter
      Pages 13-13
    2. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 15-33
    3. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 35-57
    4. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 59-75
    5. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 77-92
  4. Schools

    1. Front Matter
      Pages 93-93
    2. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 95-108
    3. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 109-124
    4. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 125-139
  5. Universities

    1. Front Matter
      Pages 141-141
    2. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 143-164
    3. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 165-182
    4. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 183-195
  6. Knowledge, Disciplinarity and the Future

    1. Front Matter
      Pages 197-197
    2. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 199-209
    3. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 211-223
    4. Lyn Yates, Peter Woelert, Victoria Millar, Kate O’Connor
      Pages 225-239

About this book

Introduction

There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students? Are they complementary to, or at odds with the concerns about ‘21st century skills’, interdisciplinary and collaborative research teams, employability and ‘learner-centred’ education? How do those who work in these fields see changes in their disciplines and in their work environment? And what are the similarities and differences between the experiences of teachers and academics in physics and those in history? The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today’s schools and universities, can we adequately understand knowledge and knowledge building over time? Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia?

Keywords

Australian Research Council Australian higher education Australian secondary schooling History curriculum in higher education Physics curriculum in higher education School curriculum reform School management University management disciplinarity and interdisciplinarity education research education trajectory higher education policy learner-directed education management of education in Australia national Australian curriculum online learning organizational structure of university secondary school policy sociology of knowledge university curriculum

Authors and affiliations

  1. 1.Melbourne Graduate School of EducationUniversity of MelbourneParkvilleAustralia
  2. 2.Melbourne Graduate School of EducationUniversity of MelbourneParkvilleAustralia
  3. 3.Melbourne Graduate School of EducationUniversity of MelbourneParkvilleAustralia
  4. 4.Melbourne Graduate School of EducationUniversity of MelbourneParkvilleAustralia

About the authors

Lyn Yates is Foundation Professor of Curriculum and a former Pro Vice-Chancellor (Research) at the University of Melbourne. Lyn has an MA in history and M Ed and PhD in education. Her previous projects and publications include Reconstructing the Lifelong Learner (Routledge), Making Modern Lives (SUNY), Australia’s Curriculum Dilemmas (MUP), Curriculum in Today’s World (Routledge) and Women in the Scientific Research Workforce (L H Martin). Lyn is former president of the Australian Association for Research in Education; has served on the Australia Research Council; and is a fellow of the Australian Academy of Social Science.

Peter Woelert is a research fellow at the University of Melbourne. He has had training in philosophy (PhD, University of New South Wales, Australia) and sociology (M.A, University of Frankfurt, Germany). His current research focuses on the politics and effects of performance governance at universities and the opportunities and challenges afforded by institutional forms of university autonomy.

Victoria Millar is a lecturer in science education at Melbourne Graduate School of Education. She has previously taught physics in schools, and has lectured on tertiary teaching and learning at the Melbourne Centre for the Study of Higher Education. Victoria has an MSc in physics and her previous research projects include national studies of female participation in non-compulsory physics, and on the future of the academic workforce in Australia. Her doctoral and subsequent research has focussed on higher education, the sociology of education, disciplinarity, interdisciplinarity and curriculum issues.

Kate O’Connor is a PhD student who has previously worked as a policy officer in the Australian Department of Education, and more recently on research projects and publications concerned with Australian curriculum and with education governance. Kate has degrees in history and policy studies, and she co-edited Australia’s Curriculum Dilemmas. Her PhD focuses on curriculum practice and policy in the context of online learning reforms. 

Bibliographic information

Reviews

“This book is concerned with forms of knowledge in relation to the role of the disciplines and school subjects and their positioning in institutions during the twenty-first century. … Knowledge at the Crossroads? is beautifully written and the scholarship is impressive and timely. It is required reading for those of us who work in the fields of history and physics in schools and universities.” (Deborah Henderson, Curriculum Perspectives, Vol. 37 (2), September, 2017)