The curriculum as alchemy

School and the struggle for cultural space

Datos Bibliográficos

ID12285397
AutoresFelicity Armstrong (a University of Sheffield , United Kingdom, autor de correspondencia)
Año1998
Volumen6
Número2
Páginas145-160
Fecha de publicación1998-07-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaCurriculum Studies (JOURNAL)
Identificadores de la revistaISSN: 0965-9757 • E-ISSN: 1747-5104
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14681369800200030
OpenAlexW2095197651
IdiomaEN
Citas recibidas2
Referencias citadas16

This article examines the impact of the introduction of the National Curriculum (England and Wales) and standardised assessment procedures on the culture and curriculum of a large culturally diverse secondary school in London during the period 1993-1995. It examines the processes through which centrally controlled definitions of knowledge and its assessment are imposed on teachers and learners through state control of curricula and assessment in a market led system of education. Drawing on material from interviews with teachers, it discusses the incursion of the state into the daily life and culture of a particular school. It uses the imagery of alchemy to question the hegemonic role of a national curriculum in crushing the expression of cultural difference and excluding other possible curricula which recognise and celebrate the knowledge and experience which pupils bring with them into school

Alchemy · Curriculum · Hegemony · Mathematics education · National curriculum · Pedagogy · Political science · Politics · Sociology · State (computer science · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · History · Law · Psychology