ABSTRACT
In this important book the author looks back on the 'knowledge question'. What knowledge gets selected to be validated as school knowledge or as part of the school curriculum, and why is it selected? Looking forward, Young discusses how most developed countries have high levels of participation in post-compulsory education, but still use curricula designed for a time when only the elite pursued further education. He argues the need to rethink post-16 education to shift focus onto vocational education, school-work issues and lifelong learning.
TABLE OF CONTENTS
chapter |6 pages
Introduction
part Section 1|41 pages
Constructing And Reconstructing A Sociology Of The Curriculum
chapter Chapter 1|13 pages
The Curriculum As Socially Organized Knowledge
chapter Chapter 2|12 pages
Curriculum Change: Limits And Possibilities
chapter Chapter 3|14 pages
The Curriculum And The ‘New Sociology Of Education’
part Section 2|85 pages
Academic/Vocational Divisions In The Curriculum Of The Future
chapter chapter 5|16 pages
The Economic Basis For The Curriculum For The 21st Century
chapter chapter 6|12 pages
Modularization As A Strategy For Unifying The Post-Compulsory Curriculum
chapter chapter 7|13 pages
Integrating Personal And Social Education Into The 14–19 Curriculum
chapter chapter 8|12 pages
Qualifications For A Learning Society: Building On The Dearing Review
chapter chapter 9|17 pages
Beyond A-Levels: Towards An Advanced Level Curriculum Of The Future
part Section 3|48 pages
Knowledge, Learning And Curriculum In A Learning Society