The Buckingham Journal of Education Vol. 1 No. 1 (2020)

The first edition of the Buckingham Journal of Education is focussed on curriculum. The authors range across its history, design, development, impact and social implications. The peer-reviewed articles traverse a wide range of dimensions and perspectives around the curriculum. Overall, the articles present an eclectic mix of thinkers and their thinking on education. The span of the articles is not intended to be totally coherent. However, they are thought-provoking and perhaps even controversial. They will certainly enliven the long-overdue debate about the redesign of the UK curriculum, but they also have traction within the international education community. Perhaps it is a case of changing times, changing curriculum. This inaugural volume joins this debate about schooling and its function and intention. It has a significant focus on the challenges of creating a curriculum which is contemporary, relevant and future-proofed, and which contributes to areas such as equity, employability and well-being.

Published: 2020-06-23

Articles

Editorial	Max Coates	1-2
The changing secondary curriculum in England	Barnaby Lenon	5-22
From the sorbonne to surbiton – the improbable origins of the English curriculum	Max Coates	23-32
Crossing the threshold: enhancing opportunities for practical enquiry in school science through threshold concepts	Mark Deacon	33-52
Thoughts concerning standardisation and the assembly line of learning	Andrew Hammond	53-65
Anthropology of evaluation: the ‘macabre constant’	Pierre Frath	67-79
Beginning teacher learning in school - university partnerships: understanding the complexities of developing beginning-teacher knowledge in a partnership setting	Brian Marsh	81-100
Designing a curriculum for creativity	Emma Webster	101-108
Social mobility	Barnaby Lenon	109-131
Does absence make the heart grow fonder? – students perspectives of curriculum, absenteeism and their pursuit of the good life	Simon Edwards, Evie Parmar	133-150
Putting a sticking plaster on a gaping wound – exploring the provision being made in English secondary schools to support mental health and mental well-being	Max Coates, Domini Bingham	151-177