Philosophical Debates on Curriculum, Inequalities and Social Justice

Autor/in	Pring, Richard
Titel	Philosophical Debates on Curriculum, Inequalities and Social Justice
Quelle	In: Oxford Review of Education, 44 (2018) 1, S.6-18 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2018.1409963
Schlagwörter	Social Justice; Debate; Curriculum Development; Politics of Education; Interpersonal Relationship; Student Diversity; Academic Standards; Best Practices; Behavioral Objectives; Educational Opportunities; Equal Education; Educational Philosophy; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Debating; Streitgespräch; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational policy; Bildungspolitik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsangebot; Bildungschance; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Großbritannien
Abstract	The paper provides an historical but critical context for examining the relation of the pursuit of greater equality in schooling to the development of curriculum. This requires a brief account of what one means by the principle of equality, before showing the different ways in which there have been curriculum responses underpinned by philosophical understandings which need to be examined closely. These different ways are explained in terms of: (1) "rational curriculum planning" with its detailed definition of "aims, objectives, methods and evaluation"--and thereby a "science of teaching; (2) "forms of knowledge" or "realms of meaning" to enable all pupils to have a basic understanding of the physical, social, and moral worlds they inhabit; (3) the pursuit of enquiry through which, for all learners, understanding is enlarged; (4) provision of common curriculum experience as a basis for citizenship; (5) taking diversity seriously; and (6) equalisation of opportunities through a common system of national standards and assessments.However, in the light of greater government involvement in the minutiae of curriculum reform, mainly through changes in qualifications and examinations, there is clearly a need to ask what sort of evidence is relevant to "what works". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01