Changing School Subjects

by Carrie F. Paechter, Paechter

Overview

Examines the effects of curriculum change on teachers and students. This work focuses upon the gendered nature of the curriculum, and how curricular forms include or exclude certain subjects and certain groups. It presents a conceptualization of the field of curriculum that can be of theoretical relevance to teachers, students and academics.

Product Details

ISBN-13:	9780335201198
Publisher:	McGraw-Hill Companies, The
Publication date:	11/01/2000
Series:	Changing Education Series
Pages:	210
Product dimensions:	6.00(w) x 9.00(h) x 0.44(d)

About the Author

Carrie Paechter is a Lecturer in Education at the Open University. Her research interests, which developed from her experience as a mathematics teacher in London secondary schools, include the intersection of gender, power and knowledge, and the processes of curriculum negotiation in schools and higher education institutions.

Table of Contents

Part one: Gender, power/knowledge and curriculum change

Introduction
studying curriculum change
Power, gender and curriculum
Gender, power and school subjects

Part two: Gendered marginality

Life in a marginal subject
Negotiating a new subject
the case of design and technology
Physical education, sport and the body

Part three: Students, subjects and examinations

Students and subjects
power/knowledge and integrated curricula
Discipline as examination/examination as discipline
the effects of curriculum codification on teachers, students and subjects
Conclusion
Appendix
References
Index.

Editorial Reviews

Paechter (education, The Open University, UK) examines the effects of curriculum change on teachers and students. Arguing that curriculum change (such as the introduction of Britain's national curriculum) highlights which subjects are regarded as central and which are perceived as marginal, Paechter focuses on the gendered nature of the curriculum; how curricular forms include or exclude certain subjects and groups; how power, gender, and knowledge intersect to determine how school knowledge is constructed; what knowledge is made available to which students; and who supplies the knowledge and how. Of likely interest to teachers, students, and academics reflecting on curriculum processes in schools. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Booknews