Curriculum

The struggle to establish school science in England

• Edgar Jenkins

Science for All is a thoroughly researched account of the long battle to establish school science in England, from its introduction to the classroom in the mid-nineteenth century to the launch of the National Curriculum in 1989. It addresses the underlying question of what school science is for and reveals when, how and why the answer has changed.

• Kate Hatton

This unique book examines the varied and overlapping identities celebrated in the visual arts in Higher Education. The authors use case studies to show how intersectional theory illuminates debates on inclusion in arts education concerning race, gender, sexuality or class, in compelling and unpredictable new directions.

Disciplines, subjects and the pursuit of truth

• Alex Standish
• Alka Sehgal Cuthbert

The blurring of the distinctions between pedagogy and curriculum, and experience and knowledge, has resulted in a generation of teachers who are confused about the part that each of these plays in the education of children. Schools may still teach through subjects, but there is little consensus about what constitutes a subject and what they are for. The aim of this book is to contribute to a more robust rationale for, and understanding of, what schools should teach – the curriculum. This is not to dismiss the significance of pedagogy, how children learn or the personal knowledge and experiences they bring to the classroom. Rather, to become a successful teacher depends upon understanding the respective roles of each. But the curriculum – what to teach – is logically prior to how to teach it. There is no more important question in education.

From golden rule to golden thread

• Maurice Irfan Coles

The golden rule – treat everyone as you would be treated yourself – is the basis for a compassionate society. This book shows how to create compassionate schools that embody love in action and can thus help children deal with the difficult issues they face today. It argues for schools worldwide to adopt a compassionate curriculum.

• Dominic Wyse

Creativity is a vital aspect of the human world and a central element of society, so it is also a desirable outcome of education. This lecture examines the place of creativity in education in national curricula, and critically examines what should be done to enhance it.