Exploring the Role of 'Brokers' in Developing a Localised Curriculum

Autor/inn/en	Leat, David; Thomas, Ulrike
Titel	Exploring the Role of 'Brokers' in Developing a Localised Curriculum
Quelle	In: Curriculum Journal, 29 (2018) 2, S.201-218 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2018.1445513
Schlagwörter	Foreign Countries; Curriculum Development; Facilitators (Individuals); Case Studies; Community Involvement; Ethnography; Semi Structured Interviews; Role; Educational Planning; Educational Change; Change Agents; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Case study; Fallstudie; Case Study; Ethnografie; Rollen; Bildungsplanung; Bildungsreform
Abstract	There is a move in some countries, including England, towards less curriculum control by government. This stands in contrast to a national curriculum which may be universally applied in all schools within a state/country. National curricula tend to use either content-based (subject mastery) or process (skills)-based models. More localised curricula have the potential to be more issue- and problem-centred using local resources and people as part of their building blocks. However, marketisation and globalisation typified by Programme for International Student Assessment (PISA) 'effect' on national policies have discouraged teachers' creativity and curriculum innovation and negated teacher agency. Unfortunately, schools and community partners can find it hard to work together because of logistical, communication and cultural impediments, which gives significance to the role of curriculum brokers who can bridge these divides. This paper offers a case study of two brokers in order to describe, understand and conceptualise their role in curriculum development. The wider implications for curriculum development are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01