This article takes up questions about knowledge and the school curriculum with respect to literary studies within subject English. Its intention is to focus on literary studies in English from the context of current waves of curriculum reform, rather than as part of the conversations primarily within the field of English, to raise questions about…

Within the UK, physical education finds itself, as a curriculum subject, in a contested space with felt pressures from competing discourses and policy areas. This paper contests that over time within this nexus, physical education has become disconnected in four specific ways: from the wider movement culture, from other curriculum subjects, within…

I present some key ideas and examples of (mainly French) work in the didactics of mathematics with the aim of identifying the didactics approach to education in relation to more general approaches. In particular I discuss three crucial features of didactics: (1) its epistemological character, i.e. the central focus on specific knowledge in…

This article addresses the themes of this special issue by examining the disciplinary dimensions of learning and teaching within undergraduate courses in the areas of biology and history. Key ways of thinking and practising that biology and history lecturers wished to foster in their students are identified. It presents a relational view of the…

The article argues that preparing to be, in Shulman's words, "ready, willing and able" to teach with ICT can be supported by an integrative framework of teacher professional knowledge which recognizes connections between subject domain knowledge, the didactic relation with information and communications technology (ICT), and an openness…