The Curriculum of the Future: From the 'New Sociology of Education' to a Critical Theory of Learning

by Young,Michael F. D.

• ISBN13: 9780750707886
• ISBN10: 0750707887
• Edition: 1st
• Format: Nonspecific Binding
• Copyright: 1998-08-01
• Publisher: Routledge

Summary

In this important new book the author looks back on the 'knowing question'. What knowledge is selected to be validated as school knowledge, or as part of the curriculum, and why is it selected? Looking forward to the next decade, Young discusses how most developed countries have high levels of participation in post-compulsory education but still use curricula designed for a time when only the elite pursued further education. He argues the need to rethink post-16 education to shift focus onto vocational education, schoolwork issues and lifelong learning.

Author Biography

Michael F. D. Young is Professor of Education and Head of the Post-16 Education Centre at the Institute of Education, University of London.

Table of Contents

Acknowledgments	p. vii
Introduction	p. 1
Constructing and Reconstructing a Sociology of the Curriculum	p. 7
The Curriculum as Socially Organized Knowledge	p. 9
Curriculum Change: Limits and Possibilities	p. 22
The Curriculum and the 'New Sociology of Education'	p. 34
Academic/Vocational Divisions in the Curriculum of the Future	p. 49
Bridging Academic/Vocational Divisions in the 14-19 Curriculum: A New Perspective on Linking Education and Work	p. 51
The Economic Basis for the Curriculum for the 21st Century	p. 64
Modularization as a Strategy for Unifying the Post-compulsory Curriculum	p. 80
Integrating Personal and Social Education into the 14-19 Curriculum	p. 92
Qualifications for a Learning Society: Building on the Dearing Review	p. 105
Beyond A-Levels: Towards an Advanced Level Curriculum of the Future	p. 117
Knowledge, Learning and Curriculum in a Learning Society	p. 135
Post-compulsory Education in a Learning Society	p. 137
Towards a New Curriculum for Teacher Education	p. 156
From the 'New Sociology of Education' to a Critical Theory of Learning	p. 168
Notes	p. 183
References	p. 184
Chronology of Original Papers	p. 194
Index	p. 196
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