Overcoming the crisis in curriculum theory: a knowledge-based approach
This paper begins by identifying what it sees as the current crisis in curriculum theory. Following a brief history of the field, it argues that recent developments have led to it losing its object––what is taught and learned in school––and its distinctive role
in the educational sciences. Arising from this brief account of the origins and nature of this ‘crisis’, the paper argues that curriculum theory must begin not from the learner but from the learner’s entitlement to knowledge. It then develops a framework for approaching the
curriculum based on this assumption which is illustrated by an example of how the Head Teacher of a large secondary school in England used these ideas. Finally, it examines three widely held criticisms of the knowledge-based approach developed here and the issues that they raise.
Keywords: curriculum; knowledge; specialization; subjects
Document Type: Research Article
Publication date: 01 April 2013
- Editorial Board
- Information for Authors
- Subscribe to this Title
- Ingenta Connect is not responsible for the content or availability of external websites
- Access Key
- Free content
- Partial Free content
- New content
- Open access content
- Partial Open access content
- Subscribed content
- Partial Subscribed content
- Free trial content