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Geography Volume 97, 2012 - Issue 2
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Disordering the coalition government's ‘new’ approach to curriculum design and knowledge: the matter of the discipline

Roger Firth Roger Firth is a lecturer in education and a Fellow of St Anne's College at the University of Oxford (email: [email protected]).
Pages 86-94 | Published online: 11 Aug 2020

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Read on this site (5)

Diane Swift. (2017) The challenges of developing disciplinary knowledge and making links across the disciplines in early years and primary humanities. Education 3-13 45:3, pages 365-374.
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Steven Puttick. (2015) Chief examiners as Prophet and Priest: relations between examination boards and school subjects, and possible implications for knowledge. The Curriculum Journal 26:3, pages 468-487.
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David Lambert & Mary Biddulph. (2015) The dialogic space offered by curriculum-making in the process of learning to teach, and the creation of a progressive knowledge-led curriculum. Asia-Pacific Journal of Teacher Education 43:3, pages 210-224.
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David Lambert & John Hopkin. (2014) A possibilist analysis of the geography national curriculum in England. International Research in Geographical and Environmental Education 23:1, pages 64-78.
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John Hopkin. (2013) Framing the geography national curriculum. Geography 98:2, pages 60-67.
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Articles from other publishers (3)

John Hopkin & Rebecca Kitchen. 2018. Geography Education for Global Understanding. Geography Education for Global Understanding 193 203 .
Clare Brooks. 2017. The Power of Geographical Thinking. The Power of Geographical Thinking 169 179 .
Christine Winter. (2012) Geography and education III. Progress in Human Geography 37:3, pages 442-451.
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