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Curriculum Policy‐Making at the School Level: two approaches
Author(s) -
Smithson Alan
Publication year - 1981
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/j.1467-9752.1981.tb00585.x
Subject(s) - curriculum , argument (complex analysis) , point (geometry) , sociology , citizen journalism , national curriculum , policy learning , space (punctuation) , public administration , curriculum theory , curriculum development , political science , pedagogy , mathematics education , epistemology , law , computer science , psychology , mathematics , philosophy , biochemistry , chemistry , geometry , machine learning , operating system
The main burden of this paper is to point up what are considered to be serious shortcomings in Barrow's [1] argument that the ‘philosophically competent’ head should control a school's curriculum policy. At the same time, whilst exigencies of space prohibit a comprehensive defence of ‘participatory decision‐making’ and its pertinence for schools [2], it will be argued that curriculum policy is best controlled by governing bodies of the type proposed by the Taylor Committee [3], given, of course, that such bodies must operate within a framework of national and local authority policy.