Postgraduate Course: The Curriculum: Context, Change, and Development (EDUA11338)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The main aims of this course are to develop students' critical awareness of curricula and the role they play in social reproduction and cultural selection and to evaluate curriculum development in light of theories of Education.
This course introduces a variety of perspectives to understand curricula, by reflecting on sociological and philosophical approaches to international curriculum studies. Through case studies, the course will examine the change and development of curricula to locate different traditions and theories into practice. The course provides students with an opportunity to synthesise ideas, debate and evaluate a range of values, purposes and practices associated with curriculum changes within and across various global contexts. |
| Course description |
Indicative Course Content
WEEK CONTENT
1 Tripartite Curriculum - Formal, Informal and Hidden Curriculum
This week will provide a foundation for the course by introducing key concepts including Formal Curriculum, Informal Curriculum and Hidden Curriculum.
2 Curriculum development - historical contexts
This session will introduce selected historical developments in curricula.
3 Curriculum and Its Moral Visions - philosophical contexts
This session will provide source material used to justify the nature and value of a Formal Curriculum, Informal Curriculum and Hidden Curriculum.
4 Curriculum and social concerns - sociological contexts
This session will discuss the role of education in the reproduction of existing values and social structures and the development of critical thinking.
5 Internationalisation and Globalisation of Curriculum
This session will discuss the impact of globalisation on curriculum development.
6 Case studies (1) - Curriculum in Scotland
The next two sessions will explore how a curriculum is developed in response to the topics covered in previous sessions. Session 6 will focus on curriculum development in Scotland.
7 Case studies (2) - International Comparative Studies of School Curriculum (case may vary year to year)
8 Working groups
Students will work in groups to apply appropriate concepts and theories to the interpretation of curriculum changes and development in a specific context.
9 Presentations
Students will give an oral presentation of the findings of their group work.
10 Conclusion
This session will draw conclusions with a discussion of fundamental issues discussed in this course.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2015/16, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
196 )
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| Assessment (Further Info) |
Written Exam
100 %,
Coursework
0 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Formative assessment:
During the semester, students are expected to write a 500-word essay. Students are encouraged to present a critical view and relate what they write to the course readings. Generic feedback will be provided. Students should take this opportunity to practice how to present their critical understanding of concepts and theories covered by the course.
Summative assessment:
Through group presentation and individual course work, students are expected to demonstrate their ability to apply relevant theories that are covered in the course to critically discuss the nature and/or impact of the curriculum changes and development in a chosen context.
Component 1: Group work (20%) (Week 8 and 9)
Students will be expected to work in groups to conduct and present a case study of curriculum change in a particular context. Students are expected to give a presentation at Session 9, which will be graded. The presentation will be marked on its content and delivery.
Component 2: Individual course work (80%) - 3000 words assignment
Students will be expected to write an essay on a given topic. Students can discuss relevant issues in a particular area of education in a context with which they are familiar (e.g. pre-school curriculum in Scotland, foreign language studies in China). Cross component compensation is allowed.
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| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- demonstrate knowledge of the principal concepts and theories relating to the study of the curriculum
- demonstrate a critical understanding of possible philosophical and social stances and the implications for curriculum change
- apply knowledge and critically analyse curriculum change in local and global contexts
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Reading List
Core Texts:
Apple, M.W., eds. 2010. Global Crises, Social Justices, and Education. New York: Routledge
Carr, D. 2003. Marking Sense of Education: An Introduction to the Philosophy and Theory of Education. London: Routledge
Lawn, M. and Barton, L. eds. 2012. Rethinking Curriculum Studies: A Radical Approach. London: Routledge
Recommended Texts:
Apple, M. W. 2012. Education and Power, Revised Routledge Classic Edition. New York: Routledge
Apple, M. W. 2013 Can Education Change Society?. New York: Routledge
Ball, S. 2006. Education Policy and Social Class: the Selected Works of Stephen. J. Ball. London: Routledge
Lawton, D. 2014 Class, Culture and Curriculum. London: Routledge
Paechter, C. ed. 2000. Changing School Subjects: power, gender and curriculum. Buckingham: Open University Press
Priestley, M. and Biesta, G., eds. 2013. Reinventing the Curriculum: New Trends in Curriculum Policy and Practice. London: Bloomsbury Academic
Marie Lall and Edward Vickers (ed.) 2009. Education as a Political Tool in Asia. Abingdon: Routledge.
Additional Readings:
Apple, M. W. 2004. Ideology and Curriculum. 3rd ed. London: Routledge
Apple, M.W. 2006. Educating the Right Way: Markets, Standards, God, and Inequality. 2nd ed. New York: Routledge
Adamson, B. 2004. China's English: A History of English in Chinese Education. Hong Kong: Hong Kong University Press
Au, W. 2011. Critical Curriculum Studies: Education, Consciousness, and the Politics of Knowing. London: Routledge
Ball, S. 2013. The Education Debate. 2nd ed. Bristol: The Policy Press
Bray, M and Adamson, B. 2010. Curriculum, schooling and society in Hong Kong. Hong Kong: Hong Kong University Press
Lawton, D., Gordon, P., Ing, M., Gibby, B., Pring, R., and Moore, T. 2012. Theory and Practice of Curriculum Studies, London: Routledge
Levinson, M. 2012. 'No Citizen Left Behind'. Cambridge, Mass.: Harvard University Press
Moon, B. and Murphy, P. eds. 1999. Curriculum in Context. London: Chapman
Young, M., Lambert, D., Roberts, C., and Roberts, M. 2014. Knowledge and the Future School: Curriculum and Social Justice. London: Bloomsbury Academic
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | curriculum |
Contacts
| Course organiser | Dr Jingyi Li
Tel: (0131 6)51 6205
Email: Jingyi.Li@ed.ac.uk |
Course secretary | Ms Mairi Ross
Tel: (0131 6)51 4241
Email: Mairi.Ross@ed.ac.uk |
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