The constraints of relevance on prevocational curriculum

Abstract

This paper reflects on how relevance has been invoked as a curricular principle, both by students and teachers, in curriculum documents and in curriculum theory, to explore its variously conceived parameters and conditions. By posing the questions ‘relevant to whom?’, ‘relevant to what?’, ‘relevant how?’ and ‘relevant when?’ this paper exposes relevance as both a curricular virtue and a curricular constraint. It draws on an empirical project undertaken in the prevocational curriculum offered in Australia’s recently extended compulsory schooling for students in non-academic pathways. Data vignettes offer windows into two settings to exemplify the different ways relevance can be interpreted, stretched or contested. Using Bernstein’s distinction between vertical and horizontal discourses and knowledge structures, the analysis identifies what is gained and what is lost when relevance, variously defined, serves as a principle for curricular selection.

Keywords:

• prevocational curriculum
• relevance
• compulsory schooling
• vertical discourse

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Centrelink is the name of the government agency responsible for welfare entitlements and unemployment benefits.

2. Layby refers to a purchase accomplished over a schedule of partial payments.

Additional information

Funding

This work was supported by the Australian Research Council [grant number DE1210569].