The constraints of relevance on prevocational curriculum
Data(s) |
01/09/2015
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Resumo |
This paper reflects on how relevance has been invoked as a curricular principle, both by students and teachers, in curriculum documents and in curriculum theory, to explore its variously conceived parameters and conditions. By posing the questions ‘relevant to whom?’, ‘relevant to what?’, ‘relevant how?’ and ‘relevant when?’ this paper exposes relevance as both a curricular virtue and a curricular constraint. It draws on an empirical project undertaken in the prevocational curriculum offered in Australia’s recently extended compulsory schooling for students in non-academic pathways. Data vignettes offer windows into two settings to exemplify the different ways relevance can be interpreted, stretched or contested. Using Bernstein’s distinction between vertical and horizontal discourses and knowledge structures, the analysis identifies what is gained and what is lost when relevance, variously defined, serves as a principle for curricular selection. |
Formato |
application/pdf |
Identificador | |
Publicador |
Taylor & Francis (Routledge) |
Relação |
http://eprints.qut.edu.au/87219/3/87219.pdf DOI:10.1080/00220272.2015.1069400 Doherty, Catherine (2015) The constraints of relevance on prevocational curriculum. Journal of Curriculum Studies, 47(5), pp. 705-722. http://purl.org/au-research/grants/ARC/DE120100569 |
Direitos |
Copyright 2015 Taylor & Francis (Routledge) This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Curriculum Studies on 01/09/2015, available online: http://www.tandfonline.com/doi/full/10.1080/00220272.2015.1069400 |
Fonte |
Children & Youth Research Centre; School of Cultural & Professional Learning; Faculty of Education |
Palavras-Chave | #prevocational curriculum #relevance #compulsory schooling #vertical discourse |
Tipo |
Journal Article |