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. Attached Files Name Description MIMEType Size Downloads Title Prioritizing social and moral learning amid conservative curriculum trends: spaces of possibility Author(s) Keddie, Amanda orcid.org/0000-0001-6111-0615 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 1366-5839 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 Persistent URL http://hdl.handle.net/10536/DRO/DU:30087431 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 13 Oct 2016, 14:05:44 EST Fri, 14 Oct 2016, 04:09:07 EST Fri, 14 Oct 2016, 07:22:15 EST Fri, 14 Oct 2016, 07:28:31 EST Wed, 21 Dec 2016, 13:22:11 EST Fri, 06 Jan 2017, 05:03:56 EST Mon, 09 Jan 2017, 13:15:15 EST Mon, 09 Jan 2017, 13:19:08 EST Filtered Full Citation counts:   Cited 5 times in TR Web of Science Cited 7 times in Scopus Search Google Scholar Access Statistics: 376 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Wed, 21 Dec 2016, 13:22:11 EST

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