Swimming against the Tide: A Case Study of an Integrated Social Studies Department

Autor/inn/en	Fenwick, Ashley J. J.; Minty, Sarah; Priestley, Mark
Titel	Swimming against the Tide: A Case Study of an Integrated Social Studies Department
Quelle	In: Curriculum Journal, 24 (2013) 3, S.454-474 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2013.805658
Schlagwörter	Social Studies; Case Studies; Interdisciplinary Approach; Educational Change; Effective Schools Research; Curriculum Development; Interviews; Teacher Surveys; Teaching Methods; Teacher Characteristics; Educational Philosophy; Departments; Leadership Effectiveness; Collegiality; Space Utilization; Secondary Education; Integrated Activities; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Case study; Fallstudie; Case Study; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsreform; Schulforschung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Department; Abteilung; Führungseffizienz; Kollegialität; Raumnutzung; Sekundarbereich; Integrierender Unterricht; Ausland
Abstract	A recent trend in developed countries' school curricula has been the transition from disciplinary to generic forms of knowledge, resulting in an emphasis on interdisciplinary organisation and more active forms of learning. Subject specialists are increasingly expected to demonstrate how their subject interconnects and equips pupils with key life skills. Such a change requires a major cultural shift and has been controversial, particularly in Scotland where "Curriculum for Excellence," the latest curriculum reform, has seen this debate re-emerge. A detailed empirical case study of one secondary school Social Studies department that has already negotiated these shifts is presented. The case study provides insights into how school and department structures and cultures conducive to a more integrated approach have been developed. Leadership, increased opportunities for teachers to exercise greater autonomy in their work, sources of impetus and support for innovation, and the co-construction of meaning through dialogue are important themes in this process. This case study connects with current policy and provides an insight into strategies that other schools might employ when seeking to embed integrative practices. The department is identified as a significant locus for innovation and one which appears to challenge the norm. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10