Curriculum Knowledge, Justice, Relations
The Schools White Paper (2010) in England
Bibliographic Data
| ID | 11952038 |
|---|---|
| Authors | Christine Winter (0000-0001-7917-7615, corresponding author) |
| Year | 2014 |
| Volume | 48 |
| Issue | 2 |
| Pages | 276-292 |
| Publication date | 2014-04-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Philosophy of Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/1467-9752.12061 |
| OpenAlex | W1507802476 |
| Language | EN |
| Citations received | 8 |
| References cited | 24 |
In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the ‘gap’ leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality I consider the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education (GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies
Curriculum · Economic Justice · Library science · Media studies · Pedagogy · Political science · Sociology · White (mutation · White paper · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Law
And That’s Not All
The (Im)possibility of Global Citizenship Education in School Geography
Education Incarnate
Levinas and the Philosophy of Education
Levinas
Education and Life's Meaning
Ghosts in the Curriculum—Reframing Concepts as Multiplicities
Geography education professionals’ understanding of global citizenship
Pisa 2009 Results: Overcoming Social Background
Globalizing Education Policy
Policy as numbers
Solving the equity–equality conceptual dilemma
Knowledge and control
Deconstruction and the Possibility of Justice
Putting Educational Equality in Its Place
Whom Must We Treat Equally for Educational Opportunity to be Equal?
Overcoming the crisis in curriculum theory
Minding the Gap
White Heat
Fair Educational Opportunity and the Distribution of Natural Ability
Educational Equality
Europe, Continental philosophy and the philosophy of education
Post-structuralism and policy research in education
What would a socially just education system look like
Equality and Equity
Equality of Educational Opportunity
The Zombie Stalking English Schools
Deconstruction in a Nutshell
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,73 |
| Citation span | 2015 - 2023 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 8 |