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Direct linkMuller, Johan; Hoadley, Ursula – Journal of Curriculum Studies, 2021
We set out to address the question--what does it mean for educational knowledge to be 'powerful'? We compare the Anglo tradition of curriculum studies with the "Didaktik" tradition through the lens of an analysis of curriculum structure in postgraduate courses in South African universities rooted in either the Anglo or…
Descriptors: Educational Philosophy, Elementary Secondary Education, Achievement Tests, Science Achievement
