A possibilist analysis of the geography national curriculum in England

^†Some of the analysis in this article is taken from Hopkin (2013) “Framing the geography national curriculum” in Geography, 98(2), 60–67. Readers are encouraged to consult that article, particularly for greater detail on the role of the GA in attempting to “frame” the national debate leading to the 2013 reform.

Abstract

This article presents an analysis of the national curriculum for geography as it has evolved in England since its inception in 1991 following the Education Reform Act of 1988. Whilst the main contents of our original analysis are provided by way of a table, enabling the reader ready access to the broad trends we identify in how geography has been expressed in the national curriculum over a period of some 25 years, the main purpose of the article is to focus on the current reforms in England. This takes the form of a brief, and yet precise, “knowledge-led” national curriculum programme of study introduced to a radically marketised school system in which choice and local autonomy are emphasised and encouraged. Our discussion leads us to speculate on the possibility of teachers reclaiming professional responsibility for the curriculum rather than the state, based on a progressive discipline oriented vision of geography in education.

Keywords:

• curriculum futures
• powerful knowledge
• curriculum making

Acknowledgements

The authors wish to acknowledge the useful and critical feedback from two anonymous referees in preparing the final draft of this article.

Notes

^† Some of the analysis in this article is taken from Hopkin (2013) “Framing the geography national curriculum” in Geography, 98(2), 60–67. Readers are encouraged to consult that article, particularly for greater detail on the role of the GA in attempting to “frame” the national debate leading to the 2013 reform.

1. This relies on the classic English play on words: “When is a door not a door? Answer: when it's ajar”. We attribute the curriculum riddle to a former esteemed colleague at the IOE, Dr Frances Slater.

2. Note that this article is only concerned with England. The United Kingdom may be governed as an entity from Westminster in London, but there are devolved powers for education: the Scottish system in particular is very different from that in England.