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ERIC Number: EJ1170844
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0305-4985
Philosophical Debates on Curriculum, Inequalities and Social Justice
Pring, Richard
Oxford Review of Education, v44 n1 p6-18 2018
The paper provides an historical but critical context for examining the relation of the pursuit of greater equality in schooling to the development of curriculum. This requires a brief account of what one means by the principle of equality, before showing the different ways in which there have been curriculum responses underpinned by philosophical understandings which need to be examined closely. These different ways are explained in terms of: (1) "rational curriculum planning" with its detailed definition of "aims, objectives, methods and evaluation"--and thereby a "science of teaching; (2) "forms of knowledge" or "realms of meaning" to enable all pupils to have a basic understanding of the physical, social, and moral worlds they inhabit; (3) the pursuit of enquiry through which, for all learners, understanding is enlarged; (4) provision of common curriculum experience as a basis for citizenship; (5) taking diversity seriously; and (6) equalisation of opportunities through a common system of national standards and assessments.However, in the light of greater government involvement in the minutiae of curriculum reform, mainly through changes in qualifications and examinations, there is clearly a need to ask what sort of evidence is relevant to "what works".
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A