Session Information
23 SES 06 D, European Policies on the School Curriculum (Part 2)
Paper Session: continued from 23 SES 05 D
Contribution
This study is interested in relations between school curriculum policy constituted in two educational policy spaces – Europe and England. The Open Method of Coordination introduced in Lisbon in 2000 aims to establish common European goals and monitoring of progress regarding education policy within the European Education policy space (Wahlstrom, 2010, p.433). In 2006 the European Parliament and Council recommended that all member states develop the provision for the introduction of the “Key Competences for Lifelong Learning – A European Reference Framework” (EC, 2007). This focus on competency/skill-based curriculum was re-iterated in a 2012 European Commission document “Re-thinking Education: investing in skills for better socio-economic outcomes”.
In 2010 the British Government published a White Paper (DfE) signalling the reform of the National Curriculum in England. Instead of aligning with the European curriculum competency-based framework, the British Government looked to ‘high performing jurisdictions’ like Alberta, Finland, Hong Kong, Massachusetts, and Singapore for guidance (Oates, 2010). The resulting curriculum for English state schools is one focused on a narrow pre-determined range of academic subjects, a prescribed neo-conservative configuration of knowledge and an assessment regime deploying a fine-grained stratification of student performance. The main research question driving the study is: What potential do European and English school curriculum policies carry for the realisation of an ethically responsible curriculum?
Method
Expected Outcomes
References
Derrida, J. (1982) Différance in J. Derrida, Margins of Philosophy Trans. Alan Bass (Chicago: Chicago University Press) pp. 1-27. Derrida, J. (1992) Force of Law: The “Mystical Foundation of Authority” In D. Cornell, M. Rosenfeld and D.G. Carlson (Eds.) Deconstruction and the Possibility of Justice London: Routledge. DERRIDA, JACQUES (1993) Aporias. Trans. Thomas Dutoit (Stanford California: Stanford University Press) Department for Education, (2010) The Importance of Teaching: The Schools White Paper. London: The Stationery Office. European Commission (2012) Re-thinking Education: investing in skills for better socio-economic outcomes. Communication COM 2012 669 final. Strasbourg: EC. European Communities (2007) Key Competences for Lifelong Learning European Reference Framework Luxembourg: European Communities. Levinas, E. (1996) Meaning and Sense in A.T Peperzak, S. Critchley and R. Bernasconi (eds.) Basic Philosophical Writings (Bloomington, In: Indiana University Press) pp. 33-64. Oates, T. (2010) Could do better: using international comparisons to refine the National Curriculum in England. Cambridge Assessment. Cambridge: University of Cambridge Local Examinations Syndicate. Schureich, J.J. (1994) Policy Archaeology: a new policy studies methodology. Journal of Education Policy 9 (4), 297-316. Todd, S. (2001) Bringing more than I contain’: ethics, curriculum and the pedagogical demand for altered egos Journal of Curriculum Studies 33 (4), 431-450. Wahlstrom, N. (2010) A European Space for Education. Looking for its Public European Educational Research Journal 9 (4), 432-443. Winter, C. (2011) School Curriculum, Globalisation and the Constitution of Policy Problems and Solutions. Journal of Education Policy 27 (3), 295-314. Winter, C. (2014) Curriculum knowledge, justice, relations: The Schools’ White Paper (2010) in England Journal of Philosophy of Education (in press).
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