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 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.

In this important new book the author looks back on the 'knowing question'. What knowledge is selected to be validated as school knowledge, or as part of the curriculum, and why is it selected? Looking forward to the next decade, 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, schoolwork issues and lifelong learning.

Booknews

Drawing from his seminal Knowledge and Control (1971) and citing recent innovative programs, Young (education, U. of London) constructs bridges between the emerging curriculum and a sociology beyond the "new" sociology of education of the 1970s (Section 1); between academic and vocational divisions (Section 2); and between post-compulsory education in a learning society, a new model for teacher education, and a critical theory of learning encompassing both understanding and change (Section 3). Learning is viewed as is an integral part of all institutions, not just those specifically designated as educational. Includes a chronology of the author's papers, 1971-98, on which the text is based. Distributed in the US by Taylor & Francis. Annotation c. by Book News, Inc., Portland, Or.

Book Cover......Page 1 Title......Page 4 Contents......Page 5 Acknowledgments......Page 8 Introduction......Page 12 Constructing and Reconstructing a Sociology of the Curriculum......Page 18 The Curriculum as Socially Organized Knowledge......Page 20 Curriculum Change: Limits and Possibilities......Page 33 The Curriculum and the 'New Sociology of Education'......Page 45 Academic/Vocational Divisions in the Curriculum of the Future......Page 60 Bridging Academic/Vocational Divisions in the 14 19 Curriculum: A New Perspective on Linking Education and Work......Page 62 The Economic Basis for the Curriculum for the 21st Century......Page 75 Modularization as a Strategy for Unifying the Post-compulsory Curriculum......Page 91 Integrating Personal and Social Education into the 14 19 Curriculum......Page 103 Qualifications for a Learning Society: Building on the Dearing Review......Page 116 Beyond A-Levels: Towards an Advanced Level Curriculum of the Future......Page 128 Knowledge, Learning and Curriculum in a Learning Society......Page 146 Post-compulsory Education in a Learning Society......Page 148 Towards a New Curriculum for Teacher Education......Page 167 From the 'New Sociology of Education' to a Critical Theory of Learning......Page 179 Notes......Page 194 References......Page 195 Chronology of Original Papers......Page 205 Index......Page 207