Michael F. D. Young

The Curriculum of the Future (eBook, PDF)

From the 'New Sociology of Education' to a Critical Theory of Learning

• Format: PDF

Produktbeschreibung

In this important new book the author looks back on the 'knowing question'. What knowledge is selected to be validated as school knowledge, or as part of the curriculum, and why is it selected? Looking forward to the next decade, Young discusses how most developed countries have high levels of participation in post-compulsory education but still use curricula designed for a time when only the elite pursued further education. He argues the need to rethink post-16 education to shift focus onto vocational education, schoolwork issues and lifelong learning.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 216
• Erscheinungstermin: 4. Januar 2002
• Englisch
• ISBN-13: 9781135710101
• Artikelnr.: 43073709

Autorenporträt

Michael F.D.Young

Inhaltsangabe

Introduction Section 1 Constructing and Reconstructing a Sociology of the
Curriculum Chapter 1 The Curriculum as Socially Organized Knowledge Chapter
2 Curriculum Change: Limits and Possibilities Chapter 3 The Curriculum and
the 'New Sociology of Education' Section 2 Academic/Vocational Divisions in
the Curriculum of the Future Chapter 4 Bridging Academic/Vocational
Divisions in the 14-19, Curriculum: A New Perspective on Linking Education
and Work Chapter 5 The Economic Basis for the Curriculum for the 21st
Century Chapter 6 Modularization as a Strategy for Unifying the
Post-compulsory Curriculum Chapter 7 Integrating Personal and Social
Education into the 14-19 Curriculum Chapter 8 Qualifications for a Learning
Society: Building on the Dearing Review Chapter 9 Beyond A-Levels: Towards
an Advanced Level Curriculum of the Future Section 3 Knowledge, Learning
and Curriculum in a Learning Society, The Curriculum of the Future Chapter
10 Post-compulsory Education in a Learning Society Chapter 11 Towards a New
Curriculum for Teacher Education Chapter 12 From the 'New Sociology of
Education' to a Critical Theory of Learning