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101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 14$aThe Curriculum of the Future$b[electronic resource] $eFrom the 'New Sociology of Education' to a Critical Theory of Learning
210   $aHoboken $cTaylor and Francis$d2002
215   $a1 online resource (215 p.)
300   $aDescription based upon print version of record.
311   $a0-7507-0789-5 
327   $aBook 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 Curriculum
327   $aIntegrating 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; Index
330   $aIn 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.
606   $aAims and objectives
606   $aCurriculum change
606   $aCurriculum planning
606   $aEducation
606   $aEducational sociology
606   $aEducational sociology - Great Britain
606   $aGreat Britain
606   $aSocial aspects
606   $aEducational sociology$xAims and objectives$zGreat Britain
606   $aEducation$xCurricula$zGreat Britain
606   $aEducation$zGreat Britain
606   $aEducation$2HILCC
606   $aSocial Sciences$2HILCC
606   $aEducation, Special Topics$2HILCC
615  4$aAims and objectives.
615  4$aCurriculum change.
615  4$aCurriculum planning.
615  4$aEducation.
615  4$aEducational sociology.
615  4$aEducational sociology - Great Britain.
615  4$aGreat Britain.
615  4$aSocial aspects.
615  0$aEducational sociology$xAims and objectives
615  0$aEducation$xCurricula
615  0$aEducation
615  7$aEducation
615  7$aSocial Sciences
615  7$aEducation, Special Topics
676   $a375.006
700   $aYoung$b Michael F. D$01526697
801  0$bAU-PeEL
801  1$bAU-PeEL
801  2$bAU-PeEL
906   $aBOOK
912   $a9910779916203321
996   $aThe Curriculum of the Future$93768909
997   $aUNINA