Search results

In the light of recent debates on the possible issues in curriculum studies, formulated particularly in the field of sociology of education, this chapter discusses the role and the importance of curriculum theories in higher education. Focusing on the historical and the conceptual roots of curriculum theory approaches, the argument is that the dispute and the separation between normative and critical roles of curriculum theories are important to overcome in today’s competency-based and outcome-focused context of higher education. Basil Bernstein’s ideas on the vital role of knowledge are discussed in relation to the origins of the so-called crisis in curriculum theories. It is suggested that in the debate between normative and critical curriculum approaches, a danger is that the focus on the educational importance of curricula may be neglected and silenced in the midst of the pressure to renew curricula in higher education.