The Story of Representation (Or Not) in Contributing to the Development of a School Subject Curriculum

Autor/in	MacPhail, Ann
Titel	The Story of Representation (Or Not) in Contributing to the Development of a School Subject Curriculum
Quelle	In: Irish Educational Studies, 34 (2015) 3, S.225-243 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2015.1064320
Schlagwörter	Physical Education; Foreign Countries; Curriculum Development; Policy Formation; Secondary Education; Cooperative Planning; Educational Methods; Committees; Semi Structured Interviews; Stakeholders; Content Analysis; National Standards; Ireland + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politische Betätigung; Sekundarbereich; Educational method; Erziehungsmethode; Committee; Ausschuss; Inhaltsanalyse; Irland
Abstract	This paper prompts us to consider "representation" with respect to a committee structure "managing" the development of the Irish senior cycle physical education framework. The paper is timely due to the national interest in the senior cycle subject development in Ireland and complements work undertaken on the development of policy in senior physical education internationally. Bernstein's [(1990). "Class, Code and Control: Volume 4. The Structuring of Pedagogic Discourse." London: Routledge] construction of "pedagogic discourse and Pitkin's [(1967). "The Concept of Representation." University of California Press] notion of "representation" provide a framework for exploring the process by which Senior Cycle Physical Education (SCPE) was "managed" by the Physical Education Course Committee. Interviews were conducted with nine stakeholders who were members of the Committee and the constant comparative method was used to analyse the interview data. The results revolved around representation of individual views in favour of representative roles, interacting within the remit of the Committee structure and activity outside of the formal meetings. A number of conclusions arise in examining the extent to which "representation" provides a framework for exploring the process by which curriculum development within Irish SCPE was "managed" by the appointed Committee. Such a study provides significant points for discussion for those charged with drawing together groups to advise on curriculum development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01