By Alex Moore
Education, Society and Curriculum deals a much needed reassessment and realignment of curriculum reports within the united kingdom and overseas contexts. Comprising a suite of 11 unique chapters by way of admired, nationally and the world over identified specialists within the box of curriculum stories, the booklet leads and fosters severe, accepted debates approximately formal schooling and its relationships to wider society. targeting key debates which were current for so long as formal country schooling has been in life, the individuals contextualise them inside of a future-orientated standpoint that takes specific account of concerns particular to lifestyles within the early years of the twenty-first century. those contain globalisation and nationalism; poverty and wealth; what it capacity to be a superb citizen; cultural pluralism and intolerance; and - centrally - what it really is that children desire from a faculty curriculum with a view to boost as satisfied, socially simply adults in an doubtful and rapidly-changing global. The ebook is equipped into 4 sections: matters and contexts values and freshmen tuition curricula within the electronic age exploring the prospective: globalisation, localisation and utopias.
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Example text
Reforming 14–19 curriculum From the point of view of the two fallacies that I referred to above, recent attempts to reform the 14–19 curriculum in England and Wales represent a contradictory case. In proposing a four-level Diploma to replace all current vocational programmes, GCSEs and A levels, the Tomlinson Report gave precedence to generic criteria as the basis for a single Diploma structure (each student would be required to complete a specific number of core and specialist units) over the content-specific criteria of subjects, both academic and vocational.
In each of the cases I have referred to we can note a shift from a reliance on generalizing principles associated with specialist professionals to a reliance on procedural principles associated with regulatory agencies. D. Young generic criteria that are applicable to all professional and research fields. I want to consider two implications of this shift. First, I want to suggest that the shift in forms of accountability is an expression of a tendency to ‘nationalize’ the provision of public education.
That role is not merely to contribute to the development of critical, knowledgeable lifelong learners – important and central though that imperative clearly is – but to provide, and to invite people into, an alternative, critical voice in relation both to some of the commonsense voices that we may hear in the wider society and to some of the opinions and imperatives of our politicians. My own understanding is that in a healthy democracy (such as we are often told we have in the United Kingdom), governments and government agencies will welcome and want to preserve such a function for the academy, even though they might not always like what the academy has to say or always want to reflect it in policy.
