The previous post (below) addressed 'powerful knowledge', equated with 'knowledge of the powerful', ( a ruling class, or Elite depending on how you want to characterise things). This knowledge, it was argued, appears ‘fixed,’ intrinsically superior, but is also essential in ensuring ‘legitimacy’. In other words its intrinsic qualities are used to justify a wider social … Continue reading Reforming the Curriculum (part 2)
While reformers (now even many Tories) continue to emphasise education’s potential role in challenging inequalities through expanding opportunities, radical practitioners go further and argue an alternative curriculum is necessary. Here they are have been joined by left wing academics , who influenced by the writings of Italian Marxist Antonio Gramsci or, in this country, by the work … Continue reading Reforming the Curriculum
As the chart shows, recent years have seen an increase in the number of children being educated outside of the school system - 48,000 In 2016-17, up from about 34,000 in 2014-15. Section 7 of the Education Act 1996 provides that: “The parent of every child of compulsory school age shall cause him to receive … Continue reading What future for ‘home education’?
Valerie Coultas takes issue with the view that teaching is improved by extensive supervision and imposed lesson observations. Instead she argues for a return to and enhancement of collaborative teaching approaches to re-establish the principle that teachers and lecturers are able and willing to reflect on their practice without fear of sanctions. She argues that … Continue reading How teaching can be different
The NUT has just released King’s College research on the effects of government policies on the secondary curriculum. Based on a sample of 1800 secondary members and in depth school case studies, key findings show amongst other things: 74% of teachers consider the Ebacc requirements are dramatically narrowing the curriculum. 84% worry that the excessive … Continue reading Important NUT research on the secondary curriculum
In a widely reported speech to the think-tank Centre Forum, Ofsted chief Michael Wilshaw has slammed the ‘One-size-fits-all’ emphasis on traditional academic subjects by secondary schools, declaring that this ‘will never deliver the range of success that their youngsters need’ https://www.gov.uk/government/speeches/ambitions-for-education-sir-michael-wilshaw Wilshaw is not promoting a more student friendly type of learning though, far from it … Continue reading Academic education for some. Vocational courses for the others. Wilshaw’s answer to ‘One size fits all’
Martin Allen Michael Gove’s new National Curriculum requirements might have been finalised, but the debate about what young people should learn and how; must continue. If there is an area where Gove is both weak and wobbly, then it continues to be on the curriculum, where he has made a series of retreats, if not … Continue reading Curriculum campaigns must go on.
Kingston University Seminar (01.05.13) Martin Allen Michael Gove’s National Curriculum proposals have been out for consultation and have received a fair share of attention. While there has been particular controversy over proposals for history and English, this short paper provides an ‘overview’ –a more general critique of the underlying principles behind the Gove curriculum. To … Continue reading The Curriculum Great Reversal
Martin Allen National Curriculum proposals in various subjects are now out for consultation. While it is important that teachers, trade unions and subject associations respond to these, it’s also important to develop a more general critique of the underlying principles behind them. The new National Curriculum represents a reactionary step back –part of a more … Continue reading National Curriculum: principles and practices
Since becoming education minister, Gove has largely concentrated on reforming the academic curriculum, introducing an English Baccalaureate made up of five traditional curriculum areas, arguing that A-levels have to be made harder, trying to reintroduce O-levels and so on. Though claiming changes have to be made to bring the British education system more in line … Continue reading Gove, Lord Baker and vocational learning