Back to Search
Start Over
Twenty-First Century Learning and the Case for More Knowledge About Knowledge.
- Source :
- New Zealand Journal of Educational Studies; Nov2020, Vol. 55 Issue 2, p387-404, 18p
- Publication Year :
- 2020
-
Abstract
- The aim of this paper is to contribute to the debate about the phenomenon known in Aotearoa New Zealand as twenty-first Century Learning. In recent additions to the local literature Hirschman and Wood (2018) have noted a lack of critical engagement with this narrative which is fast becoming normalised in New Zealand, and Lourie (2020) has shown how and why twenty-first century skills and competencies have been increasingly emphasised over traditional forms of knowledge. In responding to this literature I identify a number of problems with the narrative but my key purpose is to engage with what I regard as the deeper and more fundamental problem—a lack of 'knowledge about knowledge'. I use Young and Muller's (2010) 3 Futures scenarios to create a context from which to critique this knowledge gap and its contagion effects in the use of 'big ideas' in the current review of the National Certificate of Education Achievement. I argue that epistemically structured knowledge is our main resource for deep learning and that equitable access to this form of knowledge is a social justice issue. A more epistemologically informed approach to the changes currently being promoted in New Zealand education is required to mitigate the effects of epistemologically weak curriculum making encouraged by the twenty-first learning narrative. [ABSTRACT FROM AUTHOR]
- Subjects :
- EDUCATION
ACADEMIC achievement
DEEP learning
CURRICULUM planning
CONTEXTUAL learning
Subjects
Details
- Language :
- English
- ISSN :
- 00288276
- Volume :
- 55
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- New Zealand Journal of Educational Studies
- Publication Type :
- Academic Journal
- Accession number :
- 146951593
- Full Text :
- https://doi.org/10.1007/s40841-020-00172-2