The Curriculum : Theory and Practice
- Format: Paperback | 336 pages
- Dimensions: 170 x 242 x 22.86mm | 570g
- Publication date: 03 Feb 2009
- Publisher: SAGE Publications Ltd
- Publication City/Country: London, United Kingdom
- Language: English
- Edition: Revised
- Edition Statement: 6th Revised edition
- ISBN10: 1847872751
- ISBN13: 9781847872753
- Bestsellers rank: 283,084
'This book will be of interest to educational practitioners, and many other professionals concerned with the education and development of the young' - ESCalate
`A very well-respected book [and a] Curriculum classic...[which offers] balance to current official publications...One of its strengths is the coherent argument that runs throughout. It is very much a product of the wide knowledge and experience of the author.' - Jenny Houssart, Senior Lecturer, Department of Learning, Curriculum & Communication, Institute of Education, University of London, UK
Praise for previous editions:
`I use this book as an essential course text for a module on curriculum theory. It is an excellent text for the whole course'
`Vic Kelly's writing is always concise and informative, but also at times challenging'
`A most comprehensive text that takes the reader beyond content/balance issues values, beliefs and assumptions on the curriculum'
This is the sixth edition of a book that has been regularly revised and updated since it was first published in the mid-1970s. A V Kelly's now classic work focuses on the philosophical and political dimensions of curriculum, and especially on the implications for schools and societies of various forms of curriculum.
The book outlines what form a curriculum should take if it is concerned to promote a genuine form of education for a genuinely democratic society. Kelly summarises and explains the main aspects of curriculum theory, and shows how these can and should be translated into practice, in order to create an educational and democratic curriculum for all schools at all levels.
The book also seeks to show that the politicization of the school curriculum has led to the establishment of policies and practices which demonstrate a failure to understand these principles of curriculum theory and practice. As a result, policies and practices have been implemented which fall short of being adequate.
In view of the rapid pace of educational change imposed by various governments over the last 35 years, including New Labour, this book is more relevant than ever.