Curriculum and the Politics of Knowledge
| Code | School | Level | Credits | Semesters |
| EDUC2032 | Education | 2 | 20 | Autumn UK |
- Code
- EDUC2032
- School
- Education
- Level
- 2
- Credits
- 20
- Semesters
- Autumn UK
Summary
The curriculum is a fundamental idea in education yet is often considered simplistically as a neutral list of what to teach. Curriculum is, however, far from neutral and is of considerable social and moral significance. Close inspection reveals ways in which the curriculum is inextricably bound up with ideas of knowledge, and therefore the question ‘What shall we teach?’ raises questions about the very purpose of education in the twenty first century.
The aim of this module is to subject the fundamental ideas of curriculum and knowledge to close scrutiny and in doing so explore important questions such as: What should be taught/learnt and why? Why emphasise learning of some knowledges and not others, and who decides? What is the difference between curriculum and a national curriculum? What factors influence curriculum change? How do learners experience the curriculum and how does assessment influence this? Exploring these questions will show how the curriculum is subject to a range of social, cultural and political influences and that the relationship between the curriculum and knowledge is complex. Although the focus for the model is on school curricula in England, understanding of the issues will be enhanced by comparative analysis of curricula in other educational phases, national contexts and historical times.
Target Students
This is a module on the BA (Hons) Education programme and is also available to all undergraduate students and all Exchange students.
Classes
This module is taught through a combination of seminars and lectures.
Assessment
- 50% Presentation: 2,000 words.
- 50% Exam (24-hour): Online exam.
- 50% Exam (24-hour): Online exam.
Assessed by end of autumn semester
Educational Aims
This module aims to:critically examine the concepts of ‘curriculum’ and ‘knowledge’, including how these relate to what should be taught and learnt, and whyconsider the ways in which curriculum is developed, and the context in which it is changedreflect upon the impact of curriculum on the experience of learners from diverse contextsexplore how learning is experienced through curriculumlocate understanding of curriculum and knowledge in the current English context through comparative analysis of other curricula across phases, national contexts and historical timesLearning Outcomes
A. Knowledge and understanding
Students should demonstrate a critical understanding of:
- the underlying values, theories and concepts relevant to curriculum and knowledge in education
- the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process.
B. Intellectual Skills
Students will be able to demonstrate the ability to:
- analyse educational concepts, theories and issues of policy in relation to curriculum and knowledge in a systematic way
- accommodate new principles and understandings, recognising connections and discontinuities
C. Professional practical skills
Students will be able to demonstrate that they can:
- use research skills appropriate to the discipline of education: quantitative, qualitative and library based, written and oral communication, and textual analysis
D. Transferable (key) skills
Students should be able to:
- organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary