Reinstating knowledge
Diagnoses and prescriptions for England’s curriculum ills
Datos Bibliográficos
| ID | 12271908 |
|---|---|
| Autores | John Beck (0000-0002-8128-8194, Homerton University Hospital, autor de correspondencia) |
| Año | 2012 |
| Volumen | 22 |
| Número | 1 |
| Páginas | 1-18 |
| Fecha de publicación | 2012-03-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | International Studies in Sociology of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0962-0214 • E-ISSN: 1747-5066 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09620214.2012.680322 |
| OpenAlex | W2048636576 |
| Idioma | EN |
| Citas recibidas | 9 |
| Referencias citadas | 15 |
This paper examines three recent accounts of what has allegedly gone wrong with the school curriculum in England in recent years and their prescriptions for remedying these ills – all three accounts sharing strong proposals to reinstate knowledge at the heart of the curriculum. These analyses, despite some significant similarities, come from very different political standpoints. They are: first, proposals by the current UK Secretary of State for Education Michael Gove to 'shrink' the National Curriculum whilst promoting a new English Baccalaureate; secondly Frank Furedi, Kathryn Ecclestone and Dennis Hayes' critiques of 'therapeutic education' and thirdly Michael Young and Johan Muller's proposals, grounded in a social realist epistemology, for a 'Future 3' curriculum which respects the objectivity of knowledge but also recognises its fallibility and openness to change. The paper concludes by suggesting that Michael Gove's basic objective is to shape what Basil Bernstein called a neoconservative prospective educational identity; the paper offers a critical assessment of this project and briefly considers an alternative approach, focusing on some issues relating to citizenship education
Citizenship · Curriculum · Epistemology · Objectivity (philosophy · Openness to experience · Pedagogy · Political science · Politics · Sociology · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Law · Psychology
A Life with the Sociology of Education
Has the English baccalaureate ‘killed off’ RE
Rethinking the foundations
On the powers of powerful knowledge
Why teach or learn about the Holocaust? Teaching aims and student knowledge in English secondary schools
Social Realism and the problem of the problem of knowledge in the sociology of education
Evidence informed policy? The Australian Education Research Organisation's borrowed knowledge-rich curriculum dispositif
A seleção do conhecimento em documentos curriculares
What Animates Place for Children? A Comparative Analysis
Pedagogy, Symbolic Control, and Identity
The Long Revolution
Creating Citizen-Consumers
Education plc
The Dangerous Rise of Therapeutic Education
Three Educational Scenarios for the Future
Privatization and sponsorship
The New Right and the national curriculum
How competency‐based training locks the working class out of powerful knowledge
The assault on the professions and the restructuring of academic and professional identities
Appropriating professionalism
Racism and Education
The Education Reform Act, 1988. Its Origins and Implications
Governmental Professionalism
| Obras citantes distintas | 9 |
|---|---|
| Citas por año | 0,64 |
| Intervalo de citas | 2012 - 2025 (14) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |