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Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Swimming against the tide: A case study of an integrated social studies department
Authors: Fenwick, Ashley
Minty, Sarah
Priestley, Mark
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Keywords: curriculum change
structure, Curriculum for Excellence
Social Studies
Issue Date: Sep-2013
Publisher: Taylor and Francis
Citation: Fenwick A, Minty S & Priestley M (2013) Swimming against the tide: A case study of an integrated social studies department, Curriculum Journal, 24 (3), pp. 454-474.
Abstract: A recent trend in developed countries’ school curricula has been the transition from disciplinary to generic forms of knowledge, resulting in an emphasis on interdisciplinary organisation and more active forms of learning. Subject specialists are increasingly expected to demonstrate how their subject interconnects and equips pupils with key life skills. Such a change requires a major cultural shift and has been controversial, particularly in Scotland where Curriculum for Excellence, the latest curriculum reform, has seen this debate re-emerge. A detailed empirical case study of one secondary school Social Studies department that has already negotiated these shifts is presented. The case study provides insights into how school and department structures and cultures conducive to a more integrated approach have been developed. Leadership, increased opportunities for teachers to exercise greater autonomy in their work, sources of impetus and support for innovation, and the co-construction of meaning through dialogue are important themes in this process. This case study connects with current policy and provides an insight into strategies that other schools might employ when seeking to embed integrative practices. The department is identified as a significant locus for innovation and one which appears to challenge the norm.
Type: Journal Article
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Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Author's Accepted Manuscript of an article published in Curriculum Journal, Volume 24, Issue 3, 2013, pp.454-474, copyright Taylor & Francis, available online at:
Affiliation: Education
University of Edinburgh
Education Management and Support

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