ABSTRACT
This chapter argues that readers have a sense of the day-to-day influences on teachers’ curriculum work, how the context of their department and school affects this and how personal differences, in opinions, attitudes and values for instance, come into play. Pupil enjoyment influences teachers’ curriculum planning and curriculum enactment and both generic and geographic skills are a goal in teachers’ curriculum making’. The ‘skills’ theme can be interpreted alongside ‘enjoyment’, through social theory, by considering the way in which the individual has been reconceptualised in late capitalism. The case study findings resonate with Kress’ argument that there is a shift in the power and authority, which the teacher holds over the learner and their curriculum. A school curriculum is partly the result of a process of recontextualising disciplinary knowledge in an ‘official recontextualising field’ involving government education departments, textbook writers, examination bodies and so forth.
