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BibliographyDomain, London: Longman.Lawn, M. (1990) ‘From responsibility to competency: a new context for curriculumstudies in England and Wales’, Journal of Curriculum Studies, 22(4):388–92.Lawton, D. (1969) ‘The idea of an integrated curriculum’, University of LondonInstitute of Education Bulletin, 19:5–11.Lawton, D. (1973) Social Change, Educational Theory and Curriculum Planning,London: University of London Press.Lawton, D. (1975) Class, Culture and the Curriculum, London: Routledge.Lawton, D. (1980) The Politics of the School Curriculum, London: Routledge.Lawton, D. (1989) Education, Culture and the National Curriculum, London, Sydney,Auckland and Toronto: Hodder & Stoughton.Lawton, D. (1992) Education and Politics in the 1990s: Conflict or Consensus, Londonand Washington, DC: Falmer.Lawton, D. (1994) The Tory Mind on Education 1979–94, London: Falmer.Lawton, D. and Chitty, C. (1988) (eds) The National Curriculum, Bedford Way Papers33, London: University of London Institute of Education.Leeming, K., Swann, W., Coupe, J. and Mittler, P. (1979) Teaching Language andCommunication to the Mentally Handicapped, London: Evans/Methuen Educationalfor the Schools Council.Lyotard, J-F. (1984) The Postmodern Condition: A Report on Knowledge, Minneapolis,MN: University of Minnesota Press.MacDonald, B. (1973) ‘Humanities Curriculum Project’, in Schools Council (1973)Evaluation in Curriculum Development: Twelve Case Studies, Schools CouncilResearch Studies, London: Macmillan Education for the Schools Council, pp.80–90.MacDonald, B. (1975) ‘Evaluation and the control of education’, in Tawney, D. (ed.)(1975) Curriculum Evaluation Today: Trends and Implications, Schools CouncilResearch Studies. London: Macmillan Education for the Schools Council.MacDonald, B. and Rudduck, J. (1971) ‘Curriculum research and development projects:barriers to success’, British Journal of Educational Psychology, 41:148–54.MacDonald, B. and Walker, R. (1976) Changing the Curriculum, London: Open Books.MacIntyre, A.C. (1964) ‘Against utilitarianism’, in Hollins, T.H.B. (ed.) (1964) Aims inEducation: The Philosophic Approach, Manchester: Manchester University Press.Maclure, S. (1968) Curriculum Innovation in Practice: Canada, England and Wales,United States, London: HMSO.Mager, R.F. (1962) Preparing Instructional Objectives, Palo Alto, CA: Fearon.Maw, J. (1985) ‘Curriculum control and cultural norms: change and conflict in a Britishcontext’, The New Era, 22(4):95–8.McMurtry, J. (1991) ‘Education and the market model’, Journal of Philosophy ofEducation, 25(2):209–17.Metz, M. (1988, 1996) ‘The development of mathematical understanding’, in Blenkin,G.M. and Kelly, A.V. (eds) (1988b) (2nd edn 1996) Early Childhood Education: ADevelopmental Curriculum, London: Paul Chapman Publishing, pp.184–201(184–204 in 2nd edn).Money, T. (1988) ‘Early literacy’, in Blenkin, G.M. and Kelly, A.V. (eds) (1988b) EarlyChildhood Education: A Developmental Curriculum, London: Paul ChapmanPublishing, pp.139–61.Moutsios, S. (1998) ‘State curriculum control in Greece and England: a comparative233
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A.V. Kelly 2004First published 2004
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xThe CurriculumThe initial ambivale
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xivThe Curriculumbackground constra
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xviThe Curriculumshould be avoided
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towards central political control o
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The Curriculumthat, to the extent t
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The Curriculumsuch as Ivan Illich (
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the planners, the procedures adopte
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The Curriculummoral purpose of the
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The Curriculumwhich have been learn
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The CurriculumWe have long been fam
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The CurriculumIdeologies and curric
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The CurriculumQuite serious and ext
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The Curriculumcance of that asserti
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The Curriculummechanical view is by
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een removed from their sphere of in
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ing the problematic nature of human
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The Curriculumagainst the mysticism
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The Curriculumhave seen is characte
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The Curriculumknowledge rather than
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The Curriculummust be attempted, be
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The Curriculummust be ‘forced to
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The CurriculumAnd it has led some c
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The Curriculumwords, alternative di
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The Curriculumtheir dangers, howeve
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The Curriculumpost-modernism puts o
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3Curriculum as Content and ProductW
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The Curriculumpresent it. In a cont
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The Curriculumschool and can ultima
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The Curriculumpupils rather than th
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The CurriculumHowever, it is clear
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It is because of this fundamental i
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The Curriculumonly in the United St
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The Curriculumlum planning is that
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The Curriculumthe use of this model
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The CurriculumIt is easy to see why
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The Curriculumcurriculum planners w
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The Curriculumfor their own sake, a
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The CurriculumOne major reason, the
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The Curriculumbe broken down into
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objectives, and even, perhaps espec
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4Curriculum as Process and Developm
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the basic principles of democratic
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The first of these, the rejection o
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The Curriculumprinciples inherent i
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Education as developmentIt is worth
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The Curriculumsupports this kind of
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The Curriculummodel of curriculum r
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What the developmental model offers
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The Curriculumwhich we discussed in
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The CurriculumThere are aspects of
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God-given status of certain kinds o
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The Curriculumpractice, it is impor
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Key issues raised by this chapter1
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The CurriculumFirst of all we will
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The Curriculummain significance of
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The CurriculumTake-Up Project (Scho
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The Curriculumrelated sources. Firs
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The Curriculumthat this is not a mo
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The Curriculumand for providing the
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The Curriculumopposition and hostil
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extending and otherwise reordering
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The Curriculumwhich arose, then, wa
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The CurriculumThese were among the
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The Curriculumabout the major chang
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The CurriculumChapter 8 that a nati
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6Assessment, Evaluation, Appraisal
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The Curriculumous assessment forms
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The CurriculumThe realities of Nati
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The Curriculumargued (Nuttall, 1989
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The Curriculumlinked to a curricula
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Testing and curriculum controlFinal
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The Curriculumproduces. And so diff
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The Curriculuming (Stenhouse, 1975)
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The Curriculumbut which nevertheles
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The Curriculumuation procedures see
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The CurriculumThis clearly leads us
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The Curriculumthe innovation, not m
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The Curriculuminto play after someo
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The CurriculumThe intrinsic, democr
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The Curriculumwe must note here the
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The Curriculumpolitically grounded
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The Curriculumprofessional judgemen
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of educational research, have becom
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The CurriculumDirect and indirect p
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that of increased political control
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The Curriculumof subjects (humaniti
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The Curriculumintellectual impoveri
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The CurriculumIn short, one can det
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The Curriculumclearly defined, ‘t
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The Curriculumdirected towards what
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The Curriculumprovision, and the 19
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The CurriculumImpact on the trainin
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The Curriculumhalf the members of s
Page 199 and 200: The Curriculumtraditonal moral valu
Page 201 and 202: context, it is clearly not appropri
Page 203 and 204: The Curriculumthe pursuit of profit
Page 205 and 206: The Curriculumchanges or can be cha
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Page 209 and 210: 8A Democratic and Educational Natio
Page 211 and 212: The CurriculumKingdom was an except
Page 213 and 214: The Curriculumapproach such as this
Page 215 and 216: The Curriculumthe inclusion of thos
Page 217 and 218: The Curriculumof the piecemeal appr
Page 219 and 220: The Curriculumchapters, but the maj
Page 221 and 222: of Education, 1931) and reinforced
Page 223 and 224: The Curriculumas ‘one of the soci
Page 225 and 226: The Curriculumforward the approach
Page 227 and 228: The CurriculumAgain, therefore, we
Page 229 and 230: The CurriculumThe implications of t
Page 231 and 232: The Curriculumbut every attempt mus
Page 233 and 234: The Curriculumimplemented in such a
Page 235 and 236: The Curriculumcontent but on common
Page 237 and 238: The Curriculumtion must be planned
Page 239 and 240: A Chronology of Curriculum Developm
Page 241 and 242: 1965 Circular 10/65 requires all lo
Page 243 and 244: BibliographyAlexander, R.J. (1984)
Page 245 and 246: The CurriculumPhiladelphia: Open Un
Page 247 and 248: The CurriculumFoot, P. (1999) ‘Th
Page 249: The CurriculumJames, C.M. (1968) Yo
Page 253 and 254: The CurriculumSimon, B. (1985) Does
Page 255 and 256: The CurriculumGoverment reports and
Page 257 and 258: Author IndexAdelman, C., 118, 120,
Page 259 and 260: The Curriculum165, 167, 171, 175, 1
Page 261 and 262: Subject Indexability, 22, 196, 206a
Page 263 and 264: The Curriculumconditioning, 47Confe
Page 265 and 266: The CurriculumEducation Act (1944),
Page 267 and 268: The Curriculum172, 180-181see also
Page 269 and 270: The Curriculumpsycho-motor, 57see a
Page 271 and 272: The Curriculumscientific approaches
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