A note on knowledge in the schooled society: towards an end to the crisis in curriculum theory

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Michael Young’s recent paper in this journal is correct; there is a profound crisis in curriculum theory, and to be intellectually viable into the future the field must strive to bring back in empirical study of curriculum. Also by ignoring the empirical content of knowledge and access to it in mass education systems throughout the world, the field’s influential neo-Marxist paradigm unproductively avoids troubling, even theoretically damning, counterfactual evidence. The historical moment to address the crisis is propitious as the ‘schooled society’ is flourishing in unprecedented participation in formal education accompanied by a robust culture of education influencing fundamental processes that construct society worldwide. A brief review of sociological studies of historical and global change in curricular form and content illustrates the challenge before the field to end its own crisis. The results also indicate a profound challenge to the field’s reigning paradigm.

Original languageEnglish (US)
Pages (from-to)763-772
Number of pages10
JournalJournal of Curriculum Studies
Volume47
Issue number6
DOIs
StatePublished - Nov 2 2015

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curriculum theory
paradigm
global change
education system
education
curriculum
participation
evidence
Society

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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A note on knowledge in the schooled society : towards an end to the crisis in curriculum theory. / Baker, David P.

In: Journal of Curriculum Studies, Vol. 47, No. 6, 02.11.2015, p. 763-772.

Research output: Contribution to journalArticle

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