My research into knowledge in education is undertaken with colleagues in the Knowledge in Education Research Unit (KERU). KERU is a cross-Faculty Research Unit located in the School of Critical Studies (CRSTIE) in the Faculty of Education and Social Work at the University of Auckland. I established KERU in 2010 following the visit to the School by that year’s Hood Fellow, Professor Michael Young. KERU members attend the Knowledge in Education (KiE) symposia held biennially at Jesus College, Cambridge University.
KERU Website Click here
Selected publications and videoed presentations about knowledge in education
The Curriculum Design Coherence Model
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Rata, E. (2021). The Curriculum Design Coherence Model in the Knowledge-Rich School Project. Review of Education. DOI: 10.1002/rev3.3254
Rata, E. (2021) Context and Implications Document for The Curriculum Design Coherence Model in the Knowledge-Rich School Project. Review of Education. DOI: 10.1002/rev3.3253
Rata, E. (2021)What is a Knowledge-Rich Curriculum? New Zealand Annual Review of Education. https://doi.org/10.26686/nzaroe.v26.6855
Rata E., McPhail G. (2020) Teacher Professional Development, the Knowledge-Rich School Project and the Curriculum Design Coherence Model. In: Fox J., Alexander C., Aspland T. (eds) Teacher Education in Globalised Times. Springer, Singapore
Rata, E. (2019). Knowledge-Rich Teaching: A Model of Curriculum Design Coherence, British Educational Research Journal. Vol. 45 Issue 4, p681-697.
DOI:10.1002/berj.3520
McPhail, G., & Rata, E. The Knowledge Democracy Connection and Music Education, Philosophy of Music Education Review, 27 (2), 112-132.
Rata, E. (2018) Knowledge and politics, Educational Philosophy and Theory, 50:14, 1318-1319, DOI:10.1080/00131857.2018.1461363. http://dx.doi.org/10.1080/00131857.2018.1461363.
Rata, E. (2017). Knowledge and Teaching, British Educational Research Journal. 43(5), 1003-1017. DOI:10.1002/berj.3301
Rata, E. (2016). A pedagogy of conceptual progression and the case for academic knowledge. British Educational Research Journal, 42 (1), 168-184. 10.1002/berj.3195;
Rata, E, McPhail, G, & Barrett, B. (2019). An Engaging Pedagogy for an Academic Curriculum. The Curriculum Journal, 30(2), 162-180.
Rata, E. and Taylor, A. (2015). Knowledge equivalence discourse in New Zealand secondary school science. New Zealand Journal of Educational Research. 50(2), 223-238. DOI 10.1007/s40841-015-0020-1
McPhail, G. & Rata, E. (2017). A theoretical model of curriculum design: ‘Powerful Knowledge’ and ‘21st Century Learning’. In. B. Barrett, U. Hoadley & J. Morgan (Eds.) Knowledge, curriculum and equity: Social realist perspectives. Routledge publisher. Ch 6.
McPhail, G. & Rata, E. (2015). Comparing Curriculum Types: ‘Powerful Knowledge’ and ’21st Century Learning’ New Zealand Journal of Educational Research, 51(1), 53-68.
Rata, E. (2012) The Politics of Knowledge in Education. British Educational Research Journal, 38(1), 103-124.
Rata, E. (2012) The Politics of Knowledge in Education. London: Routledge.