Hargreaves, Eleanore;
(2025)
Parity-of-participation? Children’s comments on the Primary National Curriculum and Assessment in England from 2014 and into the future.
In: Morris, Rebecca and Perry, Tom, (eds.)
Education Policy 2010-2024.
Routledge: London, UK.
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Text (Chapter 22 [Section IV - Steering and Transforming Curriculum and Assessment])
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Abstract
ABSTRACT This chapter explores the longitudinal experiences of 23 primary-school children who were subject to the 2014 primary National Curriculum and its assessments in England, from 2014 to the present day – before the newest curriculum was envisaged by the recently elected Labour Government. Specifically, the chapter explores the experiences of ‘lower-attainers’ – that is, whose attainment in tests was below ‘age-related expectations’. This chapter refers to the critiques of all versions that followed the original 1988 National Curriculum and Assessment; experiences of children who are below age-related expectations for attainment have not been addressed, despite being particular casualties of the much-critiqued curriculum. Drawing on Nancy Fraser's (2008) conceptualisation of social justice as parity-of-participation, the research aimed to explore children's perspectives on how or whether National Curriculum and Assessment adhered to values of social justice in education. According to the research, these children's experiences of parity-of-participation were negatively influenced by emphasis on mathematics rather than a range of curriculum areas; emphasis on attainment position rather than teacher pedagogy and children's participation in learning; and the very limited emphasis on developing children's socio-emotional wellbeing.
| Type: | Book chapter |
|---|---|
| Title: | Parity-of-participation? Children’s comments on the Primary National Curriculum and Assessment in England from 2014 and into the future |
| DOI: | 10.4324/9781003528661-26 |
| Publisher version: | https://doi.org/10.4324/9781003528661-26 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10210490 |
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