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Journal of Education Policy Volume 26, 2011 - Issue 2
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Articles

Curriculum theory, curriculum policy and the problem of ill‐disciplined thinking

Richard Harris School of Education, University of Southampton, Southampton, UKCorrespondence[email protected]
&
Katharine Burn Institute of Education, University of London, London, UK
Pages 245-261 | Received 07 Apr 2010, Accepted 21 May 2010, Published online: 22 Mar 2011

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Taylor A. Hughson & Bronwyn E. Wood. (2022) The OECD Learning Compass 2030 and the future of disciplinary learning: a Bernsteinian critique. Journal of Education Policy 37:4, pages 634-654.
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Efrat Eilam. (2022) Climate change education: the problem with walking away from disciplines. Studies in Science Education 58:2, pages 231-264.
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Abigail Parrish. (2020) Curriculum change in modern foreign languages education in England: barriers and possibilities. The Language Learning Journal 48:5, pages 534-554.
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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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Richard Harris & Barbara Ormond. (2019) Historical knowledge in a knowledge economy – what types of knowledge matter?. Educational Review 71:5, pages 564-580.
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Abigail Parrish & Ursula Lanvers. (2019) Student motivation, school policy choices and modern language study in England. The Language Learning Journal 47:3, pages 281-298.
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Carol Bertram. (2019) What is powerful knowledge in school history? Learning from the South African and Rwandan school curriculum documents. The Curriculum Journal 30:2, pages 125-143.
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Richard Harris & Suzanne Graham. (2019) Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies 51:1, pages 43-61.
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Richard Harris & Rosemary Reynolds. (2018) Exploring teachers’ curriculum decision making: insights from history education. Oxford Review of Education 44:2, pages 139-155.
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Alice Pettigrew. (2017) Why teach or learn about the Holocaust? Teaching aims and student knowledge in English secondary schools. Holocaust Studies 23:3, pages 263-288.
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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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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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Florian Lüddecke. (2016) Philosophically Rooted Educational Authenticity as a Normative Ideal for Education: Is the International Baccalaureate’s Primary Years Programme an example of an authentic curriculum?. Educational Philosophy and Theory 48:5, pages 509-524.
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Jacek Brant, Arthur Chapman & Tina Isaacs. (2016) International instructional systems: social studies. The Curriculum Journal 27:1, pages 62-79.
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Christopher Downey, Jenny Byrne & Ana Souza. (2013) Researching the competence-based curriculum: preface to a case study of four urban secondary schools. The Curriculum Journal 24:3, pages 321-334.
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Ben Williamson. (2013) Soft openings: the psycho-technological expertise of third sector curriculum reform. Pedagogy, Culture & Society 21:2, pages 217-237.
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Ben Williamson. (2012) Centrifugal schooling: third sector policy networks and the reassembling of curriculum policy in England. Journal of Education Policy 27:6, pages 775-794.
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Richard Harris, Chris Downey & Katharine Burn. (2012) History education in comprehensive schools: using school-level data to interpret national patterns. Oxford Review of Education 38:4, pages 413-436.
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John Smyth. (2012) Policy activism: an animating idea with/for young people. Journal of Educational Administration and History 44:3, pages 179-186.
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Carol Bertram. (2012) Exploring an historical gaze: A language of description for the practice of school history. Journal of Curriculum Studies 44:3, pages 429-442.
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Christine Winter. (2012) School curriculum, globalisation and the constitution of policy problems and solutions. Journal of Education Policy 27:3, pages 295-314.
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Christine Winter. (2011) Curriculum knowledge and justice: content, competency and concept. The Curriculum Journal 22:3, pages 337-364.
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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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Abigail Parrish. Policy tug of war: EBacc, progress 8 and modern foreign languages in England. Journal of Education Policy 0:0, pages 1-18.
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Anderson Soares Furtado Oliveira, André Nunes & Mariana Guerra. (2022) Analyzing the literature on education governance over the last 71 years. Revista de Gestão 30:1, pages 2-17.
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Aslı AVCI AKÇALI. (2022) İngiltere’de yakın dönem tarih eğitimi gündemi: “Tarih Öğretimi” dergisi kapsamındaRecent History Education Agenda in England: In the Scope of “Teaching History” Journal. Uluslararası Sosyal Bilimler Eğitimi Dergisi 8:2, pages 237-268.
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Nyna Amin & Pryah Mahabeer. (2021) Curriculum tinkering in situations of crises and inequalities: The case of South Africa. PROSPECTS 51:1-3, pages 489-501.
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Kylie Zee Bradfield & Beryl Exley. (2020) Teachers’ accounts of their curriculum use: external contextual influences during times of curriculum reform. The Curriculum Journal 31:4, pages 757-774.
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Stephen Spain. (2020) An Alternative Australian Curriculum Model: Vertical Cubic Curriculum. Learning and Teaching 9:1, pages 67-89.
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Zahira Kunhi, Lesley Vidovich & Tom O'DonoghueZahira Kunhi, Lesley Vidovich & Tom O’Donoghue. 2020. Twenty-first Century Curriculum Policy. Twenty-first Century Curriculum Policy 37 60 .
Kent den Heyer. 2017. The Precarious Future of Education. The Precarious Future of Education 177 192 .
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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Candice C. Carter. 2015. The Contested Role of Education in Conflict and Fragility. The Contested Role of Education in Conflict and Fragility 187 201 .
Yi Chuan Chiu, Li Hua Hsin & Fei Hsin Huang. (2014) Orientating cooperative learning model on social responsibility in physical education. International Journal of Research Studies in Education 3:4.
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James Garnett. (2013) Beyond a constructivist curriculum: a critique of competing paradigms in music education. British Journal of Music Education 30:2, pages 161-175.
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Jeremy Higham & David Yeomans. (2011) Thirty years of 14–19 education and training in England: reflections on policy, curriculum and organisation. London Review of Education.
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