Hyper-Socialised: How Teachers Enact the Geography Curriculum in Late Capitalism

ISBN-13: 9781138339101 / Angielski / Miękka / 2019 / 200 str.

David Mitchell

Opis

Hyper-socialised explores the challenges of late capitalist times for education systems, schools and teachers. It looks at how trends of accountability, ‘teaching to the test’, using pupil voice and reliance on network technologies are all connected to powerful social and economic forces.

Spis treści

Acknowledgments  Introduction – Teaching in changed times  Part I - The origins of ‘curriculum making’ – why changing times matter  Chapter 1. Teachers and curriculum agency  Chapter 2. Lessons from the past – society, curriculum and teachers  Chapter 3. Curriculum making – a response to late capitalist times  Part II – Curriculum enactment: case studies of geography departments  Introduction to Part II  Chapter 4. Arnwell High School – a curriculum for engagement and skills  Chapter 5. Brightling Girls’ School – navigating ‘learnification’  Chapter 6. Claymore School – toward teacher autonomy  Chapter 7. Derwent School – a knowledge-based curriculum  Chapter 8. Curriculum enactment in late capitalism – a common process and the scope of teacher agency  Chapter 9. Conclusion – preparing teachers to be resilient ‘curriculum makers’  References

O autorze

David Mitchell is a lecturer in education at UCL Institute of Education (IOE). He taught geography in secondary schools and colleges before becoming a teacher educator. His current role is researching Geography education and leading the Geography Postgraduate Certificate in Education (PGCE) course at UCL-IOE. Prior to that, he led the Secondary PGCE programme at UCL-IOE (a programme which each year prepares up to 700 new High School teachers in 18 different subjects). He is interested in the influences over the school curriculum, teachers’ roles as ‘curriculum makers’ and how teacher education can support curriculum leadership in schools.