Prioritizing social and moral learning amid conservative curriculum trends: spaces of possibility

Keddie, Amanda 2015, Prioritizing social and moral learning amid conservative curriculum trends: spaces of possibility, Journal of curriculum studies, vol. 47, no. 3, pp. 355-373, doi: 10.1080/00220272.2014.941410.

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Title Prioritizing social and moral learning amid conservative curriculum trends: spaces of possibility
Author(s) Keddie, AmandaORCID iD for Keddie, Amanda
Journal name Journal of curriculum studies
Volume number 47
Issue number 3
Start page 355
End page 373
Total pages 19
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2015
ISSN 0022-0272
Keyword(s) social and moral learning
conservative curriculum
English schooling
Summary Conservative trends across western schooling contexts are signalling an explicit devaluing of social and moral learning within their official curriculum mandates. These mandates are increasingly privileging the ‘academic rigour’ of traditional subject disciplines. This paper draws on interview and observation data from a case study of a large and highly diverse English secondary school to explore this school’s prioritizing of social and moral learning. Such prioritizing is supported at this school by its ‘Academy’ status—which in the English context allows schools a measure of freedom over curriculum as part of broader government moves to increase school autonomy. The paper’s focus is on how these conservative trends are understood and disrupted to support a critical view of existing curriculum and a desire to modify and re-shape it to support more relevant and connected learning for students. The paper describes particular examples of practice at the school in the areas of Citizenship and Religious Education to illustrate this approach. Engaging with social and moral learning along these lines is argued as productive in working within and against the constraints of current conservative curriculum priorities.
Language eng
DOI 10.1080/00220272.2014.941410
Field of Research 130304 Educational Administration, Management and Leadership
1302 Curriculum And Pedagogy
Socio Economic Objective 930401 Management and Leadership of Schools/Institutions
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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