Towards a New Curriculum

Burgess, Tony

doi:10.1080/1358684940020106

Cited by 2 publications

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“…More mundanely, the new patterns of influence created around the National Curriculum, along with changes in the managerial culture of schools, have weakened the networks which once brought teachers and Institute academics together. In defensive conditions like these, it has been difficult to carry out the rethinking of the subject that rapid economic, social and cultural change demands -though there are recent signs that such a rethinking has begun (Burgess, 1994;Kress, 1995).…”

Section: Introductionmentioning

confidence: 99%

Across the Great Divide? Culture, Economic Life and the Rethinking of Education Policy

Jones

1995

Curriculum Studies

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The article alms to initiate a dialogue between educational positions which have previously existed in mutual isolation. It defines these positions-which it terms 'culturalism' and 'economism'-and seeks to identify their influence on policy and practice in England in the period since 1944; it further examines the ways in which these positions have been modified and developed under Conservative rule in the years since 1979. It argues that, whereas 'culturalist' thinking has moved further away from issues arising in economic life, 'economism' has been able to approach those issues of meaning and value previously imagined to be the domain of the cultural. It examines, critically, the contribution of aspects of post-Fordist theory to this elaboration. The article concludes by suggesting ways in which each orientation can benefit from an engagement with the other's position, and by pointing to ways in which such a dialogue might be educationally productive.

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Section: Introductionmentioning

confidence: 99%

Across the Great Divide? Culture, Economic Life and the Rethinking of Education Policy

Jones

1995

Curriculum Studies

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Conflicting Discourses on Content Reduction in South Korea’s National Curriculum

So¹,

Kang²

2014

IES

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This study examines the discourses on content reduction of South Korea's national curriculum shaped by policymakers and subject specialists, as well as compares the two discourses to uncover the differences between the two. For this purpose, the paper collected academic articles that discuss the issue of content reduction from the past thirty years and analyzed the statements enunciated in the articles. The resulting analysis shows that the policymakers' discourse tends to rely on inconclusive evidence to diagnose the problems in content reduction. Additionally, the discourse reveals that policymakers impose subject specialists to monolithic and coercive guidelines, while using a quantitative approach that emphasizes measurable and demonstrable figures. On the other hand, the discourse of subject specialists reveals certain differences. The specialists adopt a strategy of ignoring and rejecting the policymakers' guidelines by pretending to accept them; they instead emphasize the distinctiveness of each subject and value a qualitative approach to diagnose/solve the issue of content reduction. Based on these results, this paper suggests that the differences between the two discourses have been shaped by an underlying temporal and spacious condition of developing South Korea's national curriculum. This paper ends with the argument that there should be an effort by policymakers and subject specialists to understand the discourse of 'the other'; they should also establish an institutional environment that encourages mutual understanding between the two stakeholders.

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Towards a New Curriculum

Cited by 2 publications

References 0 publications

Across the Great Divide? Culture, Economic Life and the Rethinking of Education Policy

Across the Great Divide? Culture, Economic Life and the Rethinking of Education Policy

Conflicting Discourses on Content Reduction in South Korea’s National Curriculum

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