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The curriculum of the future : from the "new sociology of education" to a critical theory of learning /
In this important book the author looks back on the 'knowledge question'. What knowledge gets selected to be validated as school knowledge or as part of the school curriculum, and why is it selected? Looking forward, Young discusses how most developed countries have high levels of particip...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London ; Philadelphia, PA :
Falmer Press,
1998.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Young, Michael F. D. | |
| 245 | 1 | 4 | |a The curriculum of the future : |b from the "new sociology of education" to a critical theory of learning / |c Michael F.D. Young. |
| 260 | |a London ; |a Philadelphia, PA : |b Falmer Press, |c 1998. | ||
| 300 | |a 1 online resource (ix, 204 pages) | ||
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| 504 | |a Includes bibliographical references (pages 184-193) and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Chapter Introduction -- part Section 1 -- chapter 1 The Curriculum as Socially Organized Knowledge -- chapter 2 Curriculum Change: Limits and Possibilities -- chapter 3 The Curriculum and the 'New Sociology of Education' -- part Section 2 -- chapter 4 Bridging Academic/Vocational Divisions in the 14-19 Curriculum: A New Perspective on Linking Education and Work -- chapter 5 The Economic Basis for the Curriculum for the 21st Century -- chapter 6 Modularization as a Strategy for Unifying the Post-compulsory Curriculum -- chapter 7 Integrating Personal and Social Education into the 14-19 Curriculum -- chapter 8 Qualifications for a Learning Society: Building on the Dearing Review -- chapter 9 Beyond A-Levels: Towards an Advanced Level Curriculum of the Future -- part Section 3 -- chapter 10 Post-compulsory Education in a Learning Society -- chapter 11 Towards a New Curriculum for Teacher Education -- chapter 12 From the 'New Sociology of Education' to a Critical Theory of Learning. | |
| 520 | |a In this important book the author looks back on the 'knowledge question'. What knowledge gets selected to be validated as school knowledge or as part of the school curriculum, and why is it selected? Looking forward, Young discusses how most developed countries have high levels of participation in post-compulsory education, but still use curricula designed for a time when only the elite pursued further education. He argues the need to rethink post-16 education to shift focus onto vocational education, school-work issues and lifelong learning. | ||
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| 650 | 0 | |a Educational sociology |z Great Britain. | |
| 650 | 0 | |a Education |x Aims and objectives |z Great Britain. | |
| 650 | 0 | |a Education |x Curricula |z Great Britain. | |
| 650 | 6 | |a Sociologie de l'éducation |z Grande-Bretagne. | |
| 650 | 6 | |a Programmes d'études |z Grande-Bretagne. | |
| 650 | 7 | |a EDUCATION |x Curricula. |2 bisacsh | |
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| 650 | 0 | 7 | |a Education |x Aims and objectives |z Great Britain. |2 cct |
| 650 | 0 | 7 | |a Education |x Curricula |z Great Britain. |2 cct |
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| 650 | 7 | |a Education |x Curricula. |2 fast |0 (OCoLC)fst00902556 | |
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