Scotland's Curriculum for Excellence: A Defence of Autonomy and Personhood

Autor/inn/en	Hedge, Nicki; MacKenzie, Alison
Titel	Scotland's Curriculum for Excellence: A Defence of Autonomy and Personhood
Quelle	In: Oxford Review of Education, 42 (2016) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2015.1128890
Schlagwörter	Foreign Countries; National Curriculum; Excellence in Education; Personal Autonomy; Institutional Autonomy; Educational Philosophy; Morale; Educational Change; Educational Practices; Educational Principles; Collectivism; Elementary Secondary Education; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Lernerfolg; Individuelle Autonomie; Institutionelle Autonomie; Bildungsphilosophie; Erziehungsphilosophie; Moral; Bildungsreform; Bildungspraxis; Bildungsprinzip
Abstract	Curriculum for Excellence, Scotland's 3--18 curriculum, has been described as 'the most significant curricular change in Scotland for a generation' (McAra, Broadley & McLauchlan, 2013, p. 223). The purpose of the curriculum is 'encapsulated' in four capacities in order that learners become i) successful learners, ii) confident individuals, iii) responsible citizens, and iv) effective contributors. With particular reference to these capacities, we explore the principle of autonomy as it pertains to both individual and collective flourishing. In so doing we seek to disarm commonplace criticisms of autonomy by proposing it might be put to work in CfE as a multi-dimensional, context-sensitive concept that is relational as well as individual. We conclude that the four capacities lend themselves to re-consideration and re-mapping in pursuit of autonomy and flourishing premised on the principles of personhood. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01