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Book Cover
Author Young, Michael.

Title Knowledge and the Future School : Curriculum and Social Justice
Published London : Bloomsbury Publishing, 2014
Online access available from:
ProQuest Ebook Central (owned titles)    View Resource Record  


Description 1 online resource (243 pages)
Contents Cover; HalfTitle; Series; Quotes; Title; Copyright; Contents; Foreword; Preface; Acknowledgements; Notes on Contributors; Introduction; The aim of this book; Ourselves and our potential readers; 1 Knowledge, curriculum and the future school; The question of knowledge; Pedagogy and the acquisition of knowledge; Learning at school -- from experience to knowledge; Curriculum and social justice; The curriculum and 'future schools'; Subjects and the curriculum; The entitlement to knowledge; Responding to the current reforms; For and against knowledge-led schools: A brief history
2 Why start with the curriculum?Introduction; The context of current curriculum reforms; Curriculum leadership and the issue of choice; Why is a curriculum theory necessary?; Practice without theory: Some examples; From theory to curriculum: Lessons from the 1970's sociology of education; The limits of critique: Lessons from post-apartheid South Africa; Lessons from theory; Rescuing the curriculum from its critics; An alternative: The Three Futures approach to the curriculum; The emergence of a Future 2 curriculum; Back to Future 1?; 3 Powerful knowledge as a curriculum principle
Beyond Futures 1 and 2What is Future 3?; Powerful knowledge and the role of headteachers; 'Powerful knowledge' and 'knowledge of the powerful'; Powerful knowledge and curriculum specialization; Powerful knowledge and cultural values; The concept of powerful knowledge: Some implications for schools; Powerful knowledge and alternatives as principles of curricular justice; 4 The progressive case for a subject-based curriculum; Introduction; The 2008 reforms in England: Instrumentalist curricula and their problems; Why is this a problem?; Subjects, the curriculum and the purposes of schooling
Conclusions and challenges5 Curriculum change and control: A headteacher's perspective; Setting the scene: An initial broad sweep; Becoming a headteacher and curriculum responsibilities; The arrival of the National Curriculum in 1988; New Labour 1997 Instrumentalism (Future 2) gathers pace; Changes to vocational and prevocational courses; The impact of policy change on the Cherwell School; Reflections after 20 years as a headteacher; The Princes Teaching Institute, Michael Young and identifying Future 3; 6 Curriculum leadership and the knowledge-led school
My context as a headteacher (2001-13)What is the curriculum?; What is a 'good' education?; Curriculum choice; Academic excellence and social justice; A different set of aims: Durham Johnston; The knowledge-driven school; The future is Future 3: Knowledge and the curriculum; Conclusion; 7 Subject teachers in knowledge-led schools; Subjects, powerful knowledge and pedagogic rights; Whatever happened to geographical knowledge?; On the need to be 'topical and relevant'; The fine art of 'curriculum making'; Conclusion; 8 Future 3: Some implications, questions and concluding thoughts
Summary Written at a time of uncertainty about the implications of the English government''s curriculum policies, Knowledge and the Future School engages with the debate between the government and large sections of the educational community. It provides a forward-looking framework for head teachers, their staff and those involved in training teachers to use when developing the curriculum of individual schools in the context of a national curriculum. While explaining recent ideas in the sociology of educational knowledge, the authors draw on Michael Young''s earlier research with Johan Muller to dist
Notes The governance of schools and Future 3
Bibliography Includes bibliographical references and index
Notes Print version record
Subject Education -- Curricula -- Great Britain.
Form Electronic book
Author Lambert, David.
Roberts, Carolyn.
Roberts, Martin.
ISBN 1472529545