Young Michael (2013). Â« Overcoming the crisis in curriculum theory : A knowledge-based approach Â». Journal of Curriculum Studies, vol. 45, nÂ° 2, avril, p. 101–118. ISSN 0022-0272. En ligne : <http://dx.doi.org/10.1080/00220272.2013.764505>.
Added by: Catherine Reverdy (27 Mar 2015 12:01:43 Europe/Paris)
|Resource type: Journal Article
ID no. (ISBN etc.): 0022-0272
BibTeX citation key: Young2013
Collection: Journal of Curriculum Studies
Views index: 12%
Popularity index: 3%
|URLs http://dx.doi.org/ ... 220272.2013.764505|
This paper begins by identifying what it sees as the current crisis in curriculum theory. Following a brief history of the field, it argues that recent developments have led to it losing its objectâ€“â€“what is taught and learned in schoolâ€“â€“and its distinctive role in the educational sciences. Arising from this brief account of the origins and nature of this â€˜crisisâ€™, the paper argues that curriculum theory must begin not from the learner but from the learnerâ€™s entitlement to knowledge. It then develops a framework for approaching the curriculum based on this assumption which is illustrated by an example of how the Head Teacher of a large secondary school in England used these ideas. Finally, it examines three widely held criticisms of the knowledge-based approach developed here and the issues that they raise.
Added by: Catherine Reverdy