Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/9820
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Soft Openings: The psycho-technological expertise of third sector curriculum reform
Authors: Williamson, Ben
Contact Email: ben.williamson@stir.ac.uk
Keywords: curriculum reform
curriculum theory
third sector
governmentality
pedagogic identity
Issue Date: 2013
Publisher: Taylor & Francis (Routledge)
Citation: Williamson B (2013) Soft Openings: The psycho-technological expertise of third sector curriculum reform, Pedagogy, Culture and Society, 21 (2), pp. 217-237.
Abstract: Since the late 1990s the "third sector" has become active in generating new curriculum programmes in England. Based on tracing third sector participation in public education during the New Labour years, the article explores a documentary archive of third sector curriculum texts and argues that the programmes, strategies and techniques of the third sector have sought to pursue a new form of governmentality. The type of governmentality pursued by the third sector takes form as a "soft" style of curriculum reform derived from assembling together cybernetic and psychological forms of expertise, interactionist and constructivist pedagogies, and an emerging "psycho-technology" of subjectivity. The third sector fabricates reform proposals for a curriculum of the future in which governance is done by cross-sectoral networking, epistemological categories are blurred, and student subjectivities are made up to be malleable, soft-skilled and psychologically self-shaping. The article examines how third sector texts have assembled this new psycho-technological expertise of curriculum reform through both cybernetic and psychological styles of thinking.
Type: Journal Article
URI: http://hdl.handle.net/1893/9820
DOI Link: http://dx.doi.org/10.1080/14681366.2012.759133
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 Pedagogy, Culture & Society, Volume 21, Issue 2, 2013, pp.217-237, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/14681366.2012.759133
Affiliation: Initial Teacher Education

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