Towards an Area-Based Curriculum? Creating Space for the City in Schools

Autor/inn/en	Facer, Keri; Thomas, Louise
Titel	Towards an Area-Based Curriculum? Creating Space for the City in Schools
Quelle	In: International Journal of Educational Research, 55 (2012), S.16-25 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2012.06.001
Schlagwörter	Foreign Countries; Social Justice; Educational Change; Social Networks; Urban Schools; Local Issues; Educational Theories; School Community Relationship; Educational Strategies; Curriculum Development; Educational Environment; Educational Policy; Policy Analysis; Curriculum Implementation; Place Based Education; Program Descriptions; Interviews; Observation; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Soziale Gerechtigkeit; Bildungsreform; Social network; Soziales Netzwerk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Educational theory; Theory of education; Bildungstheorie; Lehrstrategie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Politikfeldanalyse; Interviewing; Interviewtechnik; Beobachtung; Großbritannien
Abstract	This paper uses Fraser's (1999) concept of social justice as comprising both redistribution and recognition as a frame to interrogate two "Area-Based Curriculum" projects running since 2008 in Manchester and Peterborough schools. It argues that historic concerns about working with "the local" in cross-curricular activities has originated in a concern that such activities will fail to "redistribute" powerful educational goods. This paper asks, however, whether such projects are also able to realise the goal that is frequently claimed for such projects, of recognising the diverse knowledge of students and their communities. Drawing on interviews, fieldnotes and observations across 8 schools, the paper argues that dominant geographical imaginations of the local area, social networks and material resources such as transport infrastructure, militate against the city being used within such projects as a resource for recognition. It argues also that the growth of a new "educational enhancement sector" is beginning to mediate between schools and cities, producing the city in a form that is "fit for" educational consumption. If area-based approaches are to achieve their goal of recognition, they need to be informed from the outset by theoretical frames that recognise knowledge as multiple, embedded and contextual. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10