Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/8945
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Curriculum discourses in post-compulsory education: a case study on the introduction of 'Higher Still' in Scotland
Authors: Canning, Roy
Contact Email: roy.canning@stir.ac.uk
Issue Date: Aug-2003
Publisher: Taylor and Francis
Citation: Canning R (2003) Curriculum discourses in post-compulsory education: a case study on the introduction of 'Higher Still' in Scotland, Journal of Education Policy, 18 (4), pp. 439-451.
Abstract: The paper questions the current importance given in the post-compulsory literature to curriculum planning models. In particular, the writer draws attention to how curriculum discourses promote an overly rational and simplistic view of systemic education change processes. The research is based on an analysis of post-16 secondary data sources in Scotland and a case study of a local school and college in Fife. The implementation of 'Higher Still' provides the policy backdrop to the research. Finally, a case is made for conceptualizing curriculum reform within a wider multi-levelled and culturally-driven education model
Type: Journal Article
URI: http://hdl.handle.net/1893/8945
DOI Link: http://dx.doi.org/10.1080/0268093032000106875
Rights: The publisher does not allow this work to be made publicly available in this Repository. 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.
Affiliation: Education

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