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Young Michael (2013). « Overcoming the crisis in curriculum theory : A knowledge-based approach ». Journal of Curriculum Studies, vol. 45, n° 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
DOI: 10.1080/00220272.2013.764505
ID no. (ISBN etc.): 0022-0272
BibTeX citation key: Young2013
Categories: General
Creators: Young
Collection: Journal of Curriculum Studies
Views: 766/822
Views index: 12%
Popularity index: 3%
URLs     http://dx.doi.org/ ... 220272.2013.764505
Abstract     
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 object––what is taught and learned in school––and its distinctive role in the educational sciences. Arising from this brief account of the origins and nature of this ‘crisis’, the paper argues that curriculum theory must begin not from the learner but from the learner’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  
wikindx 4.1.9 ©2013 | Total resources: 8749 | Database queries: 52 | Script execution: 0.30073 secs | Style: VST pour affichage | Bibliography: WIKINDX Master Bibliography
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