Discourse in cross-curricular contexts

limits to empowerment

Geoff Whitty, Gabrielle Rowe, Peter Aggleton

Research output: Contribution to journalArticle

47 Citations (Scopus)

Abstract

Although the 1988 Education Reform Act legislated for a National Curriculum for England and Wales defined in subject terms, the National Curriculum Council suggested that schools should also concern themselves with five cross‐curricular themes related to the opportunities, responsibilities and experiences of adult life. This paper reports on a study of the implementation of these cross‐curricular themes in secondary schools. It draws upon a postal survey of 1 in 4 of these schools and intensive fieldwork in a subsample of eight schools. Using concepts drawn from the sociology of Basil Bernstein, the paper explores some of the tensions between the cross‐curricular themes and the subject‐based culture of English secondary education. It points to particular difficulties in developing an empowering form of social education through a permeation approach to the teaching of the themes, but also explores the alternative disadvantages associated with provision via a separate programme of personal and social education.

Original languageEnglish
Pages (from-to)25-42
Number of pages17
JournalInternational Studies in Sociology of Education
Volume4
Issue number1
DOIs
Publication statusPublished - 1994

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empowerment
discourse
school
curriculum
education
secondary education
secondary school
sociology
act
reform
responsibility
Teaching
experience

Cite this

Discourse in cross-curricular contexts : limits to empowerment. / Whitty, Geoff; Rowe, Gabrielle; Aggleton, Peter.

In: International Studies in Sociology of Education, Vol. 4, No. 1, 1994, p. 25-42.

Research output: Contribution to journalArticle

Whitty, Geoff ; Rowe, Gabrielle ; Aggleton, Peter. / Discourse in cross-curricular contexts : limits to empowerment. In: International Studies in Sociology of Education. 1994 ; Vol. 4, No. 1. pp. 25-42.
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