History in the National Curriculum: A Lesson in Curriculum Devolution

Autor/in	Jones, Gareth Elwyn
Titel	History in the National Curriculum: A Lesson in Curriculum Devolution
Quelle	In: Curriculum Journal, 20 (2009) 4, S.331-344 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
Schlagwörter	National Curriculum; Educational History; Foreign Countries; Educational Policy; History Instruction; Advisory Committees; Curriculum Development; Politics of Education; Educational Development; Change Strategies; Educational Change; Social Change; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Ausland; Politics of education; Bildungspolitik; History lessons; Geschichtsunterricht; Beratungsstelle; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational policy; Bildungsentwicklung; Lösungsstrategie; Bildungsreform; Sozialer Wandel
Abstract	This article will focus on an event in the educational history of Wales in the 1980s which still impacts both on school practice and on thinking about concepts of Welsh identity. That event was the creation of the History Committee for Wales which was charged with devising a history curriculum for Welsh schools in the wake of the 1988 Education Act. The story will be told largely by using evidence gleaned in elite interviews with the ministers, senior inspectors and civil servants most closely associated with the decision to support or accept the creation of this committee. The significance of the decision will be assessed by charting the progress of curriculum devolution in Wales from the beginnings of state education and the implications of this for ideas of Welshness. This background will be briefly sketched, as will the background to the 1988 Education Act on a wider canvas. General reaction to that act in the Welsh Office will be discussed before the detailed implications for the subject of history will be explored in detail. It will then be argued that wider discussions as to how schools should approach and reflect the history and culture of nations not only shed important light on devolutionary processes which were gathering pace at the time but also reflect the nature of Welshness as perceived by senior figures in the world of education policy-making. (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	2017/4/10