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Education and social justice in a digital age$
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Rosamund Sutherland

Print publication date: 2013

Print ISBN-13: 9781447305255

Published to University Press Scholarship Online: May 2014

DOI: 10.1332/policypress/9781447305255.001.0001

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date: 20 August 2017

Knowledge worlds: boundaries and barriers

Knowledge worlds: boundaries and barriers

Chapter:
(p.39) Chapter Three Knowledge worlds: boundaries and barriers
Source:
Education and social justice in a digital age
Author(s):

Rosamund Sutherland

Publisher:
Policy Press
DOI:10.1332/policypress/9781447305255.003.0003

This chapter examines the emergence of skills-based curricula in schools and the principles that accompany such an approach. It then turns to the work of Michael Young in order to consider the competing ideologies in 21st-century schooling. Following this it examines the potential impact of a skills-based curriculum on the development of knowledge, drawing on an example from mathematics education. Overall the chapter argues that there is a social class divide with respect to the curricula being offered in schools, and that the old divisions of grammar– secondary modern school and academic–vocational are still pervasive within schools in England.

Keywords:   knowledge, skills, mathematics education, social class, curriculum

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