- Title
- Curriculating powerful knowledge for public managers and administrators
- Creator
- McKenna, Sioux, Harran, Marcelle, Lück, Jacqueline
- Subject
- To be catalogued
- Date
- 2020
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/187160
- Identifier
- vital:44575
- Identifier
- xlink:href="https://doi.org/10.1080/18146627.2019.1652103"
- Description
- Public Management and Public Administration are important professions for an emerging democracy such as South Africa. They operate as the interface between state and public and are responsible for enacting many of the government's policies and social initiatives. Concerns about a lack of capacity in the sector suggest that those in these roles may be unable to meet the demands of the workplace. This article reports on a study that responded to calls for the curriculum to address such concerns by interrogating the knowledge structures of Public Management and Public Administration programmes in higher education. Interviews, textbooks and course guides were analysed to illuminate the forms of knowledge being legitimated in curricula. The study found that the focus on knowledge, skills and processes might be at the expense of a focus on the development of particular attributes or dispositions in the knowers. Furthermore, the knowledge level focus was limited in that it was highly contextualised and “light” on theory, raising questions about the acquisition of powerful knowledge needed for good governance and critical engagement in the public sector. The study recommends that both programmes include more conceptual knowledge; exposure to critical powerful forms of knowledge; and the development of particular attributes and dispositions.
- Format
- computer, online resource, application/pdf, 1 online resource (17 pages), pdf
- Publisher
- Taylor and Francis Online
- Language
- English
- Relation
- Africa Education Review, McKenna, S., Harran, M. and Lück, J., 2020. Curriculating powerful knowledge for public managers and administrators. Africa Education Review, 17(3), pp.90-106, Africa Education Review volume 17 number 3 p. 90 2020 1753-5921
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
- Rights
- Open Access
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Collections
McKenna, Sioux (Prof)
RU Department of Education
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
SDG 04. Quality Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Curriculating Powerful Knowledge for Public Managers and Administrators.pdf | 785 KB | Adobe Acrobat PDF | View Details Download |