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Understanding educational development in terms of the collective creation of socially-just curricula

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Understanding educational development in terms of the collective creation of socially-just curricula. / Ashwin, Paul.
In: Teaching in Higher Education, Vol. 27, No. 8, 30.11.2022, p. 979-991.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Ashwin, P 2022, 'Understanding educational development in terms of the collective creation of socially-just curricula', Teaching in Higher Education, vol. 27, no. 8, pp. 979-991. https://doi.org/10.1080/13562517.2022.2111208

APA

Ashwin, P. (2022). Understanding educational development in terms of the collective creation of socially-just curricula. Teaching in Higher Education, 27(8), 979-991. https://doi.org/10.1080/13562517.2022.2111208

Vancouver

Ashwin P. Understanding educational development in terms of the collective creation of socially-just curricula. Teaching in Higher Education. 2022 Nov 30;27(8):979-991. Epub 2022 Aug 25. doi: 10.1080/13562517.2022.2111208

Author

Ashwin, Paul. / Understanding educational development in terms of the collective creation of socially-just curricula. In: Teaching in Higher Education. 2022 ; Vol. 27, No. 8. pp. 979-991.

Bibtex

@article{31966f293274400ab3f97fe803a58a5a,
title = "Understanding educational development in terms of the collective creation of socially-just curricula",
abstract = "Suellen Shay{\textquoteright}s research focused extensively on both the challenges of creating socially-just higher education curricula and the knowledge and practices of the field of educational development. Shay{\textquoteright}s work highlights the important ways in which curricula define what it means to be educated and the importance of socially-just curricula that provide all students with the opportunity to participate in and succeed through higher education. In order to meet the challenging agenda this creates for curriculum transformation, there is a need to rethink the focus of educational development in higher education. I argue that an important implication of Shay{\textquoteright}s work is to shift educational development from a focus on the development of individual teachers to focus on the collective creation of socially-just curricula. I explore the implications of this change for understanding the practices and priorities of educational development in higher education",
keywords = "Knowledge, Curriculum, Students, Educational development, Suellen Shay",
author = "Paul Ashwin",
year = "2022",
month = nov,
day = "30",
doi = "10.1080/13562517.2022.2111208",
language = "English",
volume = "27",
pages = "979--991",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",
number = "8",

}

RIS

TY - JOUR

T1 - Understanding educational development in terms of the collective creation of socially-just curricula

AU - Ashwin, Paul

PY - 2022/11/30

Y1 - 2022/11/30

N2 - Suellen Shay’s research focused extensively on both the challenges of creating socially-just higher education curricula and the knowledge and practices of the field of educational development. Shay’s work highlights the important ways in which curricula define what it means to be educated and the importance of socially-just curricula that provide all students with the opportunity to participate in and succeed through higher education. In order to meet the challenging agenda this creates for curriculum transformation, there is a need to rethink the focus of educational development in higher education. I argue that an important implication of Shay’s work is to shift educational development from a focus on the development of individual teachers to focus on the collective creation of socially-just curricula. I explore the implications of this change for understanding the practices and priorities of educational development in higher education

AB - Suellen Shay’s research focused extensively on both the challenges of creating socially-just higher education curricula and the knowledge and practices of the field of educational development. Shay’s work highlights the important ways in which curricula define what it means to be educated and the importance of socially-just curricula that provide all students with the opportunity to participate in and succeed through higher education. In order to meet the challenging agenda this creates for curriculum transformation, there is a need to rethink the focus of educational development in higher education. I argue that an important implication of Shay’s work is to shift educational development from a focus on the development of individual teachers to focus on the collective creation of socially-just curricula. I explore the implications of this change for understanding the practices and priorities of educational development in higher education

KW - Knowledge

KW - Curriculum

KW - Students

KW - Educational development

KW - Suellen Shay

U2 - 10.1080/13562517.2022.2111208

DO - 10.1080/13562517.2022.2111208

M3 - Journal article

VL - 27

SP - 979

EP - 991

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

IS - 8

ER -