Synthesise and reflect on key Ideas raised in the the following readings. The Synthesis should demonstrate a depth of understanding on the reading

This is a step-by-step guide to synthesising materials from a number of different sources:

 

Make notes on key points from this material. Remember to always use your own voice and to reference the ideas and words of others.
Then create a summary for each text.

Identity common ideas and differences between the texts.
From all of this information you now synthesise or write a new text.

Maximum word is 1200

Topic 1 : Is curriculum just a document?

Readings;

Gobby, B. (2017). What is curriculum? In B. Gobby & R. Walker (eds). Powers of curriculum: Sociological perspectives on education (p. 5-34). Oxford University Press. (Chapter 1: SET TEXT) (ATTACHED)

Topic 2: Enacting power and values through curriculum

Readings;

Gobby, B. (2017). What is curriculum? In B. Gobby & R. Walker (eds). Powers of curriculum: Sociological perspectives on education (p. 5-34). Oxford University Press. (Chapter 1: SET TEXT – this is continued from last week) (ATTACHED)

Portelli, J.A. & Vibert, A.B. (2010). A curriculum of life, Education Canada, 42(2), 36-39. (ATTACHED)

Topic 3: The educator’s philosophy

Readings:

Down, B. (2017). Critically reflective practice: What is it and why is it needed now? In B. Gobby & R. Walker. (eds). Powers of curriculum: Sociological perspectives on education. (pp. 118-141). Oxford University Press. (Chapter 5: SET TEXT)

Giamminuti, S. (2017). Educators’ philosophies: Encountering and weaving images. In B. Gobby & R. Walker. (eds). Powers of curriculum: Sociological perspectives on education. (pp. 86-117). Oxford University Press. (Chapter 4: SET TEXT)

Topic 4: The third teacher

Readings:

Merewether, J. (2017). Environment: The Third Teacher. In B. Gobby & R. Walker (eds). Powers of curriculum: Sociological perspectives on education. (pp. 394-418). Oxford University Press. (Chapter 16: SET TEXT)

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