If the curriculum can be defined as a selection from the culture of
society', the central question then becomes who selects'. This
volume answers this question, reviewing various aspects of the
curriculum and its planning. For many years the control of the
curriculum was uncontroversial. In the 1970s this situation
changed: teachers were increasingly criticised for having too much
power; the Department of Education was suspected of wanting more
control and local education authorities felt they should be more
involved in curriculum planning. In reviewing some of the reasons
for these conflicting pressures, two central themes emerge: first,
the change from a partnership model of control to a complex system
of accountability; and second the fact that these and many other
changes which occur tend to be brought about as a result of secret
decisions and central manipulation rather than through open
negotiation. Among the areas covered are the changing position of
teachers and the Department of Education, the influence of
examinations on the curriculum, and some political aspects of
curriculum evaluation and the different models used.
General
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