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The Curriculum Journal Volume 25, 2014 - Issue 1: Creating Curricula: Aims, Knowledge, and Control
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Original Articles

Dysfunctional dichotomies? Deflating bipolar constructions of curriculum and pedagogy through case studies from music and history

Tim CainFaculty of Education, Edge Hill University, Ormskirk, EnglandCorrespondence[email protected]
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Arthur ChapmanDepartment of Curriculum, Pedagogy and Assessment, Institute of Education, London, EnglandView further author information
Pages 111-129 | Published online: 30 Jan 2014

Citations (12)

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Read on this site (9)

Natassa Economidou Stavrou & Lorraine O'Connell. (2022) Music teachers at the crossroads: navigating the curriculum as plan and lived. Music Education Research 24:2, pages 166-179.
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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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Johan Samuelsson. (2019) History as performance: pupil perspectives on history in the age of ‘pressure to perform’. Education 3-13 47:3, pages 333-347.
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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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Johan Samuelsson & Joakim Wendell. (2016) Historical thinking about sources in the context of a standards-based curriculum: a Swedish case. The Curriculum Journal 27:4, pages 479-499.
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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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Lyn Yates & Victoria Millar. (2016) ‘Powerful knowledge’ curriculum theories and the case of physics. The Curriculum Journal 27:3, pages 298-312.
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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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Articles from other publishers (3)

Arthur Chapman, Katharine Burn & Alison Kitson. (2018) ¿Para qué sirve la enseñanza de la historia? Perspectivas de docentes y estudiantes británicos. Arbor 194:788, pages 443.
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Cosme J. Gómez Carrasco & Jorge Sáiz. (2017) Narrative inquiry and historical skills. A study in teacher training. Revista Electrónica de Investigación Educativa 19:4, pages 20-34.
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Sáiz Serrano JorgeLópez-Facal Ramón. (2015) Competencias y narrativas históricas: el pensamiento histórico de estudiantes y futuros profesores españoles de educación secundaria. Revista de Estudios Sociales:52, pages 87-101.
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