Knowledge and the Future School Curriculum and social justice

by Young, Michael; Lambert, David; Roberts, Carolyn; Roberts, Martin

• ISBN13: 9781472534736
• ISBN10: 1472534735
• eBook ISBN(s): 9781472529541
• Format: Hardcover
• Copyright: 2014-11-20
• Publisher: Bloomsbury Academic
• More Book Details
• Purchase Benefits

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 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 distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3. They link Future 3 to the idea of 'powerful knowledge' for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to 'powerful knowledge' is a necessary component of the education of all pupils.

Knowledge and the Future School offers a new way of thinking about the problems that head teachers, their staff and curriculum designers face. In charting a course for schools that goes beyond current debates, it also provides a perspective that policy makers should not avoid.

Author Biography

Michael Young is Emeritus Professor at the Institute of Education, University of London, UK. His recent books include and Knowledge, Expertise and the Professions (co-edited with Johan Muller, 2014), Implementing National Qualification Frameworks (co-edited with Stephanie Allais, 2013) and Bringing Knowledge Back In (2008), which won second prize as Education Book of the Year (2010), awarded by the Society of Educational Studies and has been translated into a number of foreign languages.

David Lambert is Professor of Geography Education in the Department of Curriculum, Pedagogy and Assessment, Institute of Education, University of London, UK. He is Programme Leader of the MA in Geography Education and was the Chief Executive of the Geographical Association from 2002-2012.

Table of Contents

Preface: Why should you read this book? Martin Roberts (Prince's Teaching Trust, UK) and Carolyn Roberts (Thomas Tallis School, UK)

Introduction Michael Young (Institute of Education, UK) and David Lambert (Institute of Education, UK), Carolyn Roberts (Prince's Teaching Trust, UK) and Martin Roberts (Thomas Tallis School, UK)

1. Knowledge, curriculum and the future school, Michael Young (Institute of Education, UK)
2. Why curriculum? Michael Young (Institute of Education, UK)
3. Powerful Knowledge as a curriculum principle, Michael Young (Institute of Education, UK)
4. The progressive case for a subject-based curriculum Michael Young (Institute of Education, UK)
5. Curriculum change and control: a Headteacher's perspective, Martin Roberts (Prince's Teaching Trust, UK)
6. Curriculum leadership and the knowledge-led school, Carolyn Roberts (Thomas Tallis School, UK)
6. Subject teachers in knowledge-led schools, David Lambert (Institute of Education, UK)
7. Afterword, Michael Young (Institute of Education, UK), David Lambert (Institute of Education, UK), Carolyn Roberts (Thomas Tallis School, UK) and Martin Roberts (Prince's Teaching Trust, UK)

Bibliography

Index