A New Curriculum for a New Public School

Autor/in	Wrigley, Terry
Titel	A New Curriculum for a New Public School
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 61 (2019) 3, S.317-326 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
Schlagwörter	Foreign Countries; National Curriculum; Public Schools; Public Education; Educational Change; Curriculum Development; Educational Policy; Social Justice; Environmental Education; Citizenship Education; Democracy; Developmentally Appropriate Practices; Relevance (Education); Aesthetics; Ethics; Educational History; Accountability; Authentic Learning; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; Öffentliche Erziehung; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Soziale Gerechtigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Demokratie; Entwicklungsbezogene Bildung; Relevance; Relevanz; Ästhetik; Ethik; History of education; Bildungsgeschichte; Verantwortung
Abstract	This article is written in response to widespread concerns about the inadequacy of the school curriculum in England, and the urgent need to rethink what public education should involve. It builds on earlier contributions in FORUM and elsewhere by discussing curricular opportunities arising from Labour's proposal for a National Education Service. This is particularly timely given the limited horizons and understanding shown in Ofsted's call for better curriculum planning. In contrast to neoliberal obsessions with schooling as the production of human resources, and the neoconservative dependence on tradition, the article discusses how we might build a curriculum oriented to social justice, environmental responsibility and democratic citizenship. It addresses core issues such as age appropriateness; the relationship between everyday and academic knowledge; the importance of cognitive, practical, aesthetic and ethical dimensions; and how we might make a socially just and politically serious selection of knowledge. Whilst drawing on the strengths of earlier curriculum development, particularly in the 1960s and 1970s, it also points towards more recent international developments drawing on place, story and enquiry, which have been eclipsed by high-stakes accountability regimes. This broad-ranging article throws out a challenge: how to avoid retreading a traditional path of alienated knowledge acquisition and create a framework for authentic learning and really powerful knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01