04107nam 22008413u 450 991081100640332120240402090913.01-135-71009-01-135-71010-41-280-33288-30-203-01919-9(CKB)111056486528940(EBL)165302(OCoLC)57013705(SSID)ssj0000134078(PQKBManifestationID)11954056(PQKBTitleCode)TC0000134078(PQKBWorkID)10046547(PQKB)10693322(MiAaPQ)EBC165302(EXLCZ)9911105648652894020130418d2002|||| u|| |engur|n|---|||||txtccrThe Curriculum of the Future[electronic resource] From the 'New Sociology of Education' to a Critical Theory of Learning1st ed.Hoboken Taylor and Francis20021 online resource (215 p.)Description based upon print version of record.0-7507-0789-5 Book Cover; Title; Contents; Acknowledgments; Introduction; Constructing and Reconstructing a Sociology of the Curriculum; The Curriculum as Socially Organized Knowledge; Curriculum Change: Limits and Possibilities; The Curriculum and the 'New Sociology of Education'; Academic/Vocational Divisions in the Curriculum of the Future; Bridging Academic/Vocational Divisions in the 14 19 Curriculum: A New Perspective on Linking Education and Work; The Economic Basis for the Curriculum for the 21st Century; Modularization as a Strategy for Unifying the Post-compulsory CurriculumIntegrating Personal and Social Education into the 14 19 CurriculumQualifications for a Learning Society: Building on the Dearing Review; Beyond A-Levels: Towards an Advanced Level Curriculum of the Future; Knowledge, Learning and Curriculum in a Learning Society; Post-compulsory Education in a Learning Society; Towards a New Curriculum for Teacher Education; From the 'New Sociology of Education' to a Critical Theory of Learning; Notes; References; Chronology of Original Papers; IndexIn 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.Aims and objectivesCurriculum changeCurriculum planningEducationEducational sociologyEducational sociology - Great BritainGreat BritainSocial aspectsEducational sociologyAims and objectivesGreat BritainEducationCurriculaGreat BritainEducationGreat BritainEducationHILCCSocial SciencesHILCCEducation, Special TopicsHILCCAims and objectives.Curriculum change.Curriculum planning.Education.Educational sociology.Educational sociology - Great Britain.Great Britain.Social aspects.Educational sociologyAims and objectivesEducationCurriculaEducationEducationSocial SciencesEducation, Special Topics375.006Young Michael F. D1632291AU-PeELAU-PeELAU-PeELBOOK9910811006403321The Curriculum of the Future3971308UNINA