This paper draws on the theory of Basil Bernstein and on more recent
applications of it by Rob Moore, John Beck and Michael Young to respond to
recent calls for the replacement of discipline-based university faculties and
departments with ‘problem-based’ curricula and programmes of study. It
considers, particularly, the potential consequences of such a shift in higher
education policy for the identities of university teachers, researchers and
students, and suggests that these calls for reform are premised especially on
the problematic assumption that, in Bernsteinian terms, ‘regionalised’
curricular inputs can be expected to produce ‘generic’ knowledge outcomes within
the university.
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Cultivating Collaborators: Concepts and Questions Emerging Interactively from an Evolvi... - 0 views
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The Rise of 'Convergence' Science - Inside Higher Ed - 0 views
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Choosing whether to resist or reinforce the new managerialism: the impact of performanc... - 0 views
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There is no 'universal' knowledge, intercultural collaboration is indispensable - Socia... - 0 views
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