Emerging Attributes of Pedagogy and Curriculum for the "New World Order"

Innovative Higher Education

Volumn 26, Issue 1, 2001, Pages 7-22

  Pillay, Hitendra ^a   Elliott, Bob ^a  

^a QUEENSLAND UNIVERSITY OF TECHNOLOGY   (Australia)

Author keywords

Critical thinking; Curriculum models; New world order; Pedagogy

Indexed keywords

EID: 27944502969     PISSN: 07425627     EISSN: 15731758     Source Type: Journal    
DOI: 10.1023/A:1010982303618     Document Type: Article

References (26)

1. Carmichael, L. (1992). Australian vocational certificate training system. Employment and Skills Formation Council, NBEET. Canberra: Australian Government Publishing Service.
2. Cross, S., & Markus, H. (1991). Possible selves across the life span. Human Development, 34, 230-255.
3. Delors, J. (1996). Learning: The treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: UNESCO.
4. Drucker, P. (1946). Concept of the corporation. New York: John Day.
5. Elliott, R., Brooker, R., Macpherson, I., & McInman, A. (in press). Curriculum as mediated action. Teachers and Teaching.
6. Frerie, P. (1970). Pedagogy of the oppressed. New York: Herter and Herter.
7. Gee, J. P. (1993). Quality, science and the lifeworld: The alignment of business and education. Critical Forum, 2, 3-13.
8. Gee, J. P., Hull, G., & Lankshear, C. (1996). The new work order: Behind the language of the new capitalism. St Leonards, Australia: Alien and Unwin.
9. Giddens, A. (1998). The third way. Cambridge, England: Polity Press.
10. Ilamel, G., & Prahalad, C. (1994). Competing for the future. Cambridge, MA: Harvard University Press.
11. Kelly, K. (1994). Out of control: The new biology of machines, social systems, and the economic world. Reading, MA: Addison-Wesley.
12. May R. (1975). The courage to create. New York: Norton.
13. Mayer, E. (Chair). (1992). Employment related key competencies: A proposal for consultation. Canberra: Australian Government Publishing Service.
14. Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow and Associates, (Eds.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1-20). San Francisco: Jossey-Bass.
15. Nonaka, I., & Takeuchi, A. (1995). The knowledge creating company. Oxford: Oxford University Press.
16. Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon, (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47-87). Cambridge, England: Cambridge University Press.
17. Perry, W. G. J. (1981). Cognitive and ethical growth: The making of meaning. In A. W. Chickering, (Ed.), The modern American college (pp. 76-116). San Francisco: JosseyBoss.
18. Reich, R. (1992). The work of nations. New York: Basic Books.
19. Renshaw, P. (1998). Socio-cultural pedagogy for new times: Reframing key concepts. The Australian Education Researcher, 25, 83-100.
20. Sayer, D. (1983). Marx's method: Ideology, science and critique in capital. Sussex, England: Harvester Press.
21. Schommer, M. A. (1993). Comparisons of beliefs about the nature of knowledge and learning among postsecondary students. Research in Higher Education, 34, 355-370.
22. Spiro, R. J., & Jeheng, J. C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix and R. Spiro, (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 163-205). Hillsdale, NJ: Lawrence Erlbaum Associates.
23. Starkey, K. (Ed.). (1996). How organisations learn. London: International Thompson Press.
24. Tishman, S., Jay, E., & Perkins, D. N. (1993). Teaching thinking disposition: From transmission to enculturation. Theory into Practice, 32, 147-153.
25. Vygotsky, L. S. (1978). Mind in society: The development of the higher order psychological processes. Cambridge, MA: Harvard University Press (originally published, 1930).
26. Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.