Table Of ContentSchooling, Society and Curriculum
The Foundations and Futures of Education Series focuses on key emerging issues
in education as well as continuing debates within the field. The series is
interdisciplinary, and includes historical, philosophical, sociological,
psychological and comparative perspectives on three major themes: the purposes
and nature of education: increasing interdisciplinarity within the subject; and the
theory–practice divide.
In recent years, much curriculum debate has focused less on wider issues
related to the purposes of education and more on the content and ‘delivery’ of
school curricula themselves, including new and revised nationalcurricula.
Schooling Society and Curriculum seeks to return curriclum studies to critical,
generic debates about formal education and its relationships to the wider society,
reminding readers of the key curriculum debates that have been present since
formal state education began and reassessing them in the context of current
curricular trends and policies. The approach goes further, however, by placing
such debates within a future-orientated perspective and focusing on some of the
key emerging issues of the twenty-first century. These include:
● ‘globalization’ and reconstructed nationalism
● a revived interest and understanding of what it means to be a good citizen
● developments in the areas of cultural pluralism
● the rapid development of digital technology and its impact on learning
● changing relationships between the ‘state’ and the ‘market’ and their impact
on formal education.
The book, part of the Foundations and Futures of Education Series, addresses
these issues through eleven essays by prominent, nationally and internationally
known experts. Centrally it looks at what it is that young people need from a
school curriculum to help them develop as happy, socially responsible adults,
capable of managing and making the most of a very unpredicatable future.
Alex Moore is Reader of Education and Head of the School of Curriculum,
Pedagogy and Assessment at the Institute of Education, University of
London,UK.
Foundations and Futures of Education
Education and the Family
Passing success across the generations
Leon Feinstein, Kathryn Duckworth & Ricardo Sabates
Education, Philosophy and the Ethical Environment
Graham Haydon
Educational Activity and the Psychology of Learning
Judith Ireson
Improving Schools
Using research to inform practice
Frank McNeil & Pamela Sammons
Schooling, Society and Curriculum
Alex Moore
Gender, Schooling and Social Justice
Elaine Unterhalter
Schooling, Society and
Curriculum
Edited by Alex Moore
First published 2006
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Ave, New York, NY 10016
This edition published in the Taylor & Francis e-Library, 2006.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
Routledge is an imprint of the Taylor & Francis Group,
an informa business
© 2006 Alex Moore, selection and editorial matter;
the contributors, their own chapters
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in
writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available
from the British Library
Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested
ISBN10: 0–415–36395–0 (hbk)
ISBN10: 0–415–36396–9 (pbk)
ISBN10: 0–203–01516–9 (ebk)
ISBN13: 978–0–415–36395–2 (hbk)
ISBN13: 978–0–415–36396–9 (pbk)
ISBN13: 978–0–203–01516–2 (ebk)
Contents
List of figures vii
Notes on contributors viii
Series editors’ foreword xi
Acknowledgements xiii
Introduction 1
ALEX MOORE
PART I
Issues and contexts 15
1 Education, knowledge and the role of the state: the
‘nationalization’ of educational knowledge? 19
MICHAEL F.D. YOUNG
2 Six curriculum discourses: contestation and edification 31
DAVID SCOTT
3 The Puritan origins of the 1988 school curriculum
in England 43
JOHN WHITE
4 The instrumentalization of the expressive in education 60
DAVID HARTLEY
PART II
Values and learners 71
5 Gender, power and curriculum: an inevitable
interconnection 75
CARRIE PAECHTER
vi Contents
6 Curriculum as culture: entitlement, bias and the
Bourdieusean arbitrary 87
ALEX MOORE
7 New directions in citizenship education:
re-conceptualizing the curriculum in the
context of globalization 100
AUDREY OSLER
PART III
School curricula in the digital age 115
8 New ways of teaching and learning in the digital
age: implications for curriculum studies 119
BRIDGET SOMEKH
9 ICT and the curriculum canon: responding to
and exploring ‘alternative knowledge’ 130
ANGELA MCFARLANE
PART IV
Foundations and futures: exploring the possible 143
10 Understanding curriculum as Utopian text 147
DAVID HALPIN
11 Learning and curriculum: agency, ethics and
aesthetics in an era of instability 158
GUNTHER KRESS
References 179
Index 195
Figures
3.1 Ramus map (1): P. Rami dialectica: tabvla generalis 48
3.2 Ramus map (2): Tabvla artivm, qvas in hoc volumine
coniunximus 49
11.1 The Boy Electrician 165
11.2 Institute of Education University of London ‘Home Page’ 166
11.3 Learning script-systems 168
11.4 ‘Classification’ in school and out of school 170
11.5 Onion cell/theory 174
11.6 Onion cell/eye-piece 175
Contributors
David Halpin is Professor in Education in the School of Curriculum,
Pedagogy and Assessment at the University of London’s Institute of
Education. Well known nationally and internationally for his research and
writing on the effects of educational policy, David is founder editor of the
London Review of Education, having previously been co-editor of the
British Journal of Educational Studies. David’s impressive array of publi-
cations includes the recent book Hope and Education: The Role of the
Utopian Imagination (2003), whose sequel, Romanticism and
Education, will be published in 2006.
David Hartley is Professor of Education (Professional Learning) at the
University of Birmingham. A former co-convenor of the Teacher
Education Research Network of the European Education Research
Association, Programme Chair of the Teachers’ Work/Teachers’ Unions
special interest group of the American Educational Research Association,
and member of the General Teaching Council for Scotland and of the
Scottish Council for Research in Education, David is currently a member
of the editorial board of the British Journal of Sociology of Education. His
prolific publications record includes the single-authored Re-Schooling
Society (1997) and Understanding the Primary School: A Sociological
Analysis(1985). He recently co-authored, with Anne Edwards and Peter
Gilroy, Rethinking Teacher Education: Collaborating for Uncertainty
(2002), and has just completed work, with Professor Maurice Whitehead,
on the five-volume Teacher Education.
Gunther Kress is Professor of English and Head of the School of Culture,
Language and Communication at the University of London’s Institute of
Education. A leading international figure in studies of the Culture of
Education, Gunther’s numerous publications include Multimodal
Discourse (2001); Before Writing: Rethinking Paths to Literacy (1997);
Literacy in the New Media Age(2003); and Writing the Future (1995).
Angela McFarlaneis Professor in Education at the University of Bristol and
Director of the TEEM (Teachers Evaluating Educational Multimedia)
Contributors ix
project on evaluation of digital content in the classroom. She is a member
of the steering committee of the FutureLab project, and of the education
committee of Nesta (National Endowment for Science, Technology and the
Arts). Well known for her many radio and television appearances and for her
column in the TES Onlinemagazine, Angela has published widely and with
distinction on ICT in Education, including A Digitally Driven
Curriculum?(2001); and Information Technology and Authentic Learning:
Realising the Potential of Computers in the Primary Classroom(1997).
Alex Mooreis Reader of Education and Head of the School of Curriculum,
Pedagogy and Assessment at the Institute of Education, University of
London. His publications include numerous journal articles and book
chapters, in addition to three single-authored books: Teaching
Multicultured Students: Culturism and Anti-culturism in School
Classrooms (1999); Teaching and Learning: Pedagogy, Curriculum and
Culture(2000); and ‘The Good Teacher’: Dominant Discourses in Teaching
and Teacher Education (2004). He has particular interests in curriculum
development and design, teachers’ work and experience, and young
people’s experiences of schooling.
Audrey Osler is Professor of Education and Director of the Centre for
Citizenship and Human Rights Education at the University of Leeds. Her
research addresses education for human rights, equalities and democratic
citizenship, children’s rights and student participation. She is currently
engaged in a European Commission Framework VI study on Citizenship
and Intercultural Learning. Among her recent publications are Teachers,
Human Rights and Diversity: Educating Citizens in a Multicultural
Society (2005), Changing Citizenship: Democracy and Inclusion in
Education (2005) and Citizenship and Language Learning (2005) both
with Hugh Starkey.
Carrie Paechter is Professor of Education at Goldsmiths College, London.
Her research interest s, which have been developed out of her previous
experience as a mathematics teacher in London secondary schools,
include the intersection of gender, power and knowledge, the construc-
tion of identity, especially with regard to gender, space and embodiment
in and outside schooling, and the processes of curriculum negotiation.
She regards herself as a Foucaultian poststructuralist feminist in orienta-
tion and writes regularly on issues of research methodology in this
context. Her most recent books are Educating the Other: Gender, Power
and Schooling (1998) and Changing School Subjects: Power, Gender and
Curriculum(2000).
David Scott is Professor of Educational Leadership and Learning at the
University of Lincoln’s International Institute for Educational Leadership,
having previously been a senior lecturer in Curriculum and Learning at
