Conservative Curriculum and Partial Pedagogy: a critique of proposals in the Cambridge Primary Review
FORUM - ISSN 0963-8253
Volume 52 Number 1 (2010)
Conservative Curriculum and Partial Pedagogy: a critique of proposals in the Cambridge Primary Review
R. J. CAMPBELL pages 25-36
DOI: 10.2304/forum.2010.52.1.25
Abstract
This article offers a critique of proposals for curriculum reform and pedagogy in the Cambridge Primary Review. It is argued that the proposals on curriculum lack innovatory character, and if adopted, would reduce opportunities for teacher and school experimentation. The proposed national framework of domains has its provenance in centralised models developed in the 1970s and 1980s. A proposal for the inclusion of religious education in a national statutory framework is judged at best to be privileging religious institutions, and at worst to be supporting indoctrination. In respect of pedagogy the emphasis given to one version of constructivist pedagogy, dialogic teaching, is questioned. Alternative, more radical proposals, that might have been developed, are suggested.
To cite this article
R. J. CAMPBELL (2010) Conservative Curriculum and Partial Pedagogy: a critique of proposals in the Cambridge Primary Review, FORUM, 52(1), 25-36. https://doi.org/10.2304/forum.2010.52.1.25