Schooling, 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