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ERIC Number: ED442715
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
Subjects, Not Subjects: Curriculum Pathways, Pedagogies, and Practices in the United Kingdom.
Hamilton, David; Weiner, Gaby
To follow a curriculum is to be inducted into a social order. From this perspective, curriculum practice has the intention to foster social identities. The visible curriculum and the hidden curriculum are rendered as inseparable. This paper discusses curriculum research in the United Kingdom, adopting the framework sketched above. The paper pays attention to the pre-figurative relationship that exists between curriculum and social structure. It assumes that courses of schooling foreshadow specific forms of social order, and, in turn, it recognizes that curriculum change has a functional relationship to changes in the social order. It also recognizes, however, that this functional relationship is problematic: curricula, like schooling, may work to maintain the social order, or they may operate to change the social order. But, the paper asks, "What is the social order and how does it operate at local, regional, national, European and global levels?" To explore these questions, the paper focuses on four areas of curriculum and practice: (1) the association of curriculum with social order; (2) the growth of curriculum federalism in the United Kingdom under the shadow of the fragile hegemony of the super-national state; (3) the advancement of new pedagogic identities as a means of injecting social justice into curriculum practice; and (4) the centralist promulgation of a school effectiveness ideology/discourse as a technology of professional and pedagogic differentiation. (Contains 43 references.) (BT)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom