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The Politics of the School Curriculum

By: Series: Routledge Library Editions : EducationPublication details: United Kingdom; Taylor & Francis Ltd; 2014Description: 168 Pages; PaperbackISBN:
  • 9781138008434
Subject(s): DDC classification:
  • 375.00
Summary: If the curriculum can be defined as a 'selection from the culture of society', the central question then becomes 'who selects'. This volume answers this question, reviewing various aspects of the curriculum and its planning. For many years the control of the curriculum was uncontroversial. In the 1970s this situation changed: teachers were increasingly criticised for having too much power; the Department of Education was suspected of wanting more control and local education authorities felt they should be more involved in curriculum planning. In reviewing some of the reasons for these conflicting pressures, two central themes emerge: first, the change from a partnership model of control to a complex system of accountability; and second the fact that these and many other changes which occur tend to be brought about as a result of secret decisions and central manipulation rather than through open negotiation. Among the areas covered are the changing position of teachers and the Department of Education, the influence of examinations on the curriculum, and some political aspects of curriculum evaluation and the different models used.
Holdings
Item type Current library Call number Status Notes Date due Barcode Item holds
Book Adult and Young Adult 15-17 Karachi Education 375.00 (Browse shelf(Opens below)) Withdrawn Not For Loan Book Bazaar PKLC003683
Book Adult and Young Adult 15-17 Lahore Education 375.00 (Browse shelf(Opens below)) Withdrawn For Sale PKLC015022
Total holds: 0

If the curriculum can be defined as a 'selection from the culture of society', the central question then becomes 'who selects'. This volume answers this question, reviewing various aspects of the curriculum and its planning. For many years the control of the curriculum was uncontroversial. In the 1970s this situation changed: teachers were increasingly criticised for having too much power; the Department of Education was suspected of wanting more control and local education authorities felt they should be more involved in curriculum planning. In reviewing some of the reasons for these conflicting pressures, two central themes emerge: first, the change from a partnership model of control to a complex system of accountability; and second the fact that these and many other changes which occur tend to be brought about as a result of secret decisions and central manipulation rather than through open negotiation. Among the areas covered are the changing position of teachers and the Department of Education, the influence of examinations on the curriculum, and some political aspects of curriculum evaluation and the different models used.

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