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Autor/inBroom, Catherine A.
TitelPower, Politics, Democracy and Reform: A Historical Review of Curriculum Reform, Academia and Government in British Columbia, Canada, 1920 to 2000
QuelleIn: Journal of Curriculum Studies, 48 (2016) 5, S.711-727 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0022-0272
DOI10.1080/00220272.2015.1069402
SchlagwörterForeign Countries; Educational History; Curriculum Development; Power Structure; Politics of Education; Democracy; Social Studies; Case Studies; Ideology; Teacher Participation; Educational Philosophy; Elementary Secondary Education; Canada; United States
AbstractThis 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. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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