Power, politics, democracy and reform. A historical review of curriculum reform, academia and government in British Columbia, Canada, 1920 to 2000.

Autor/in	Broom, Catherine A.
Titel	Power, politics, democracy and reform. A historical review of curriculum reform, academia and government in British Columbia, Canada, 1920 to 2000.
Quelle	In: Journal of curriculum studies, 48 (2016) 5, S. 711-727Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2015.1069402
Schlagwörter	Erziehungsphilosophie; Curriculum; Curriculumreform; Geschichte (Histor); Gemeinschaftskunde
Abstract	This paper explores the interrelations between power, politics, academia and curriculum reform in British Columbia (BC) using social studies curriculum documents as a case study. It describes how curriculum reform occurred and argues that reform was undemocratic as it was largely the product of individuals with power who invited individuals with educational ideologies that were attractive to them to aid them in the revisions. These educational ideologies came from the USA, illustrating the influence of US ideas overseas. The non-democratic nature of the curriculum reform process may partly explain why teachers often resisted the revisions, and why government officials attempted to appear more democratic by increasing teacher participation in the curriculum revision process later in the century. However, curriculum revision remained undemocratic. The paper comments on whether the curriculum revision process in a democracy ought to be democratic or not.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2016/4