This article extends the authors' earlier work (Young & Muller 2013) exploring the concept of 'powerful knowledge'. It first examines some of the origins of the concept and goes on to a brief consideration of how sociology, political theory and economics have traditionally represented 'power' and 'knowledge'. Two key senses of power are…

This introductory article accompanies three further articles forming a case study research project undertaken to describe the experience of four urban secondary schools implementing a competence-based curriculum for students in their first year of secondary education. The nature of such competence-based curricula is discussed in the context of…

Article is concerned with examining the process of curriculum development at Keele (Staffordshire, England) and its associated institutions over a period of 20 years and suggests that cooperation and opportunism are dominant themes in what has happened. (Author/MB)

The work of the Schools Council (a body with a majority of teacher members which conducts research and development on curricula, teaching methods, and examinations in English and Welsh schools) is summarized under the headings of Examination, Subject Committees, Field Officers, Teachers' Centers, and Working Parties. The projects are concerned…

The 1970/71 work of the Schools Council (a body with a majority of teacher members which conducts research and development on curricula, teaching methods, and examinations in English and Welsh schools) is summarized under the headings of Curriculum Development, Examinations, Research, Publishing Activities, and Financing the Council. Summaries of…

Profiles for all curriculum research and development projects financed by the Schools Council and which have published reports or other material available to the public are provided in a loose-leaf format. The profiles are grouped under the following broad subject headings: English; Humanities; Languages; Creative Studies; Mathematics; Science;…

The status and educational objectives of Latin instruction in the preparatory schools in England are examined in these articles. Curricular requirements, various examinations, and source materials are discussed. Criticism is directed toward the curriculum and in particular to the Common Entrance Examination to public schools. Several sample…

School subjects do not hold an equally secure position in any educational system. Some subjects are required of all children, some are required of only some children, and some are not required at all. It is the task of this paper to show how people talk about subjects with respect to their place in the school curriculum. The social valuing of…

An evaluation of a humanities course taught to mixed ability classes of 11 year olds in England showed that the most important factors for a successful course are teacher commitment and enthusiasm, careful course planning keeping in mind student interests, and teaching styles that emphasize student activities and interaction and oral work. (RM)

This paper describes the Integrated Studies Project, a middle school curriculum project developed at Keele University in England, and designed to integrate the social sciences and the expressive arts. The described materials are available from Oxford University Press. These consist of large fold-out sheets with information, photographs, drawings,…

Profiles for all curriculum research and development projects being sponsored wholly or in part by the Schools Council as of June 1, 1972, and a number due to start in 1973 are provided in a loose-leaf format. These profiles are intended as a brief introduction to the work of the Council's research and development projects and are grouped under…

Noting the sharp decline in Latin studies in England, the author reviews the rationale and educational objectives which serve as the foundation for existing programs. Commentary is made on the roles of science, history, literature, and philosophy in the curriculum. The function of classical studies is seen to be related largely to the development…