|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|
|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|
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