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Journal of Education Policy Volume 24, 2009 - Issue 5
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Articles

The fractured arms of government and the premature end of lifelong learning

Peter Davies IEPR, Staffordshire University, Stoke‐on‐Trent, ST4 2DF, Staffordshire, UKCorrespondence[email protected]
&
Jonathan Hughes Open University, Milton Keynes, UK
Pages 595-610 | Received 29 Oct 2008, Accepted 15 Apr 2009, Published online: 19 Aug 2009

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Richard Harris, Louise Courtney, Zain Ul-Abadin & Katharine Burn. (2020) Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment. Research Papers in Education 35:2, pages 228-248.
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Chris Hanley & Tony Brown. (2019) Thinking with certainty or with doubt: a Lacanian theorisation of discursive knowledge in teacher education. Discourse: Studies in the Cultural Politics of Education 40:3, pages 306-318.
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Lisl Fenwick. (2018) Standards-based reform to senior-secondary curriculum and metacognition in the literacy domain. The Curriculum Journal 29:3, pages 338-353.
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Chris Hanley & Tony Brown. (2017) Developing a university contribution to teacher education: creating an analytical space for learning narratives. Journal of Curriculum Studies 49:3, pages 352-368.
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Lisl Fenwick. (2017) The effects of discourses in regional contexts on the development of curriculum-based literacy standards for adolescents in schooling: a comparative study of South Australia and Ontario. The Curriculum Journal 28:2, pages 231-248.
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Lisl Fenwick. (2017) Promoting assessment for learning through curriculum-based performance standards: teacher responses in the Northern Territory of Australia. The Curriculum Journal 28:1, pages 41-58.
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Richard Harris & Katharine Burn. (2016) English history teachers’ views on what substantive content young people should be taught. Journal of Curriculum Studies 48:4, pages 518-546.
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Richard Harris. (2013) The place of diversity within history and the challenge of policy and curriculum. Oxford Review of Education 39:3, pages 400-419.
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Roger Firth. (2011) Making geography visible as an object of study in the secondary school curriculum. The Curriculum Journal 22:3, pages 289-316.
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Richard Harris & Katharine Burn. (2011) Curriculum theory, curriculum policy and the problem of ill‐disciplined thinking. Journal of Education Policy 26:2, pages 245-261.
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Osvaldo Muñiz Solari. 2023. Understanding Sustainability with Pedagogical Practice. Understanding Sustainability with Pedagogical Practice 3 14 .
Sarah Pearce. (2021) The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysis. Journal of Research in International Education 20:3, pages 191-210.
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Osvaldo Muñiz Solari. 2021. Recontextualising Geography in Education. Recontextualising Geography in Education 109 128 .
Kate Hawkey. (2015) Whose history is this anyway? Social justice and a history curriculum. Education, Citizenship and Social Justice 10:3, pages 187-198.
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