Lambert, D;
Hopkin, J;
(2014)
A possibilist analysis of the geography national curriculum in England.
International Research in Geographical and Environmental Education
, 23
(1)
pp. 64-78.
10.1080/10382046.2013.858446.
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Abstract
This article presents an analysis of the national curriculum for geography as it has evolved in England since its inception in 1991 following the Education Reform Act of 1988. Whilst the main contents of our original analysis are provided by way of a table, enabling the reader ready access to the broad trends we identify in how geography has been expressed in the national curriculum over a period of some 25 years, the main purpose of the article is to focus on the current reforms in England. This takes the form of a brief, and yet precise, ?knowledge-led? national curriculum programme of study introduced to a radically marketised school system in which choice and local autonomy are emphasised and encouraged. Our discussion leads us to speculate on the possibility of teachers reclaiming professional responsibility for the curriculum rather than the state, based on a progressive discipline oriented vision of geography in education.
| Type: | Article |
|---|---|
| Title: | A possibilist analysis of the geography national curriculum in England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/10382046.2013.858446 |
| Publisher version: | http://dx.doi.org/10.1080/10382046.2013.858446 |
| 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. |
| Keywords: | Curriculum futures, powerful knowledge, curriculum making |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices 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/1541374 |
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