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This paper argues that the existence of a canon of established and privileged texts in the primary literacy curriculum in England can be traced historically and has informed current national policy and practice. This canonisation of a particular set of literature has served to marginalise popular cultural and media texts, often the preferred texts of children in contemporary society. The paper examines the historical development of an established, hegemonic body of texts and critically analyses current national curricula frameworks for primary literacy in order to determine the way in which reading material is framed. It is argued that current national policy enshrines particular textual traditions at the expense of more popular forms of material and that this has major implications for the relevance of the future primary literacy curriculum. [ABSTRACT FROM AUTHOR]

Over the last few years there has been a renewed interest in questions of citizenship and in particular its relation to young people. This has been allied to an educational discourse where the emphasis has been upon questions concerned with ‘outcome’ rather than with ‘process’– with the curriculum and methods of teaching rather than questions of understanding and learning. This paper seeks to describe and illuminate the linkages within and between these related discourses. It advocates an inclusive and relational view of citizenship-as-practice within a distinctive socio-economic and political, and cultural milieu. Drawing upon some empirical insights from our research we conclude that an appropriate educational programme would respect the claim to citizenship status of everyone in society, including children and young people. It would work together with young people rather than on young people, and recognise that the actual practices of citizenship, and the ways in which these practices transform over time are educationally significant. [ABSTRACT FROM AUTHOR]

Discusses the occupation of the curriculum high-ground in secondary schools by the Technical &Vocational Education Initiative (TVEI) in Great Britain. Impact of the occupation on initiatives in teaching and learning; Influence of many of the central organizing ideas and educational themes of TVEI of the working practices of curriculum areas; Result of the redefinition and reconstruction of the TVEI by its sponsors and by curriculum coordinators in schools and colleges.

Focused on efforts aimed at harmonizing two national educational curriculums in Great Britain. Overview concerning Stalin's curriculum; Ten foundation subjects under Baker's curriculum; Role of political control in harmonizing both curricula.

Comments on the philosophical principles underlying the curriculum and the libertarian attitude towards education in Great Britain. Reasons for the differences in the educational recommendations made by those who employ the libertarian argument; Justifications of the compulsory curriculum courses; Implications of the disagreements about the nature of freedom for important educational and social consequences.

Focuses on the curriculum of culture and sports in education. Inclusion of sport in educational curriculum; Compulsion in education; Acceptance of culture as a curriculum component.

The article focuses on the contribution of professor Richard Dawes to the education of the labouring classes in the nineteenth century. Richard Dawes was a Yorkshireman, born at Hawes in upper Wensleydale. For two years prior to entering Trinity College, Cambridge, in 1813, his education had been at the hands of the Quaker mathematician, John Gough of Kendal. Cambridge had provided Dawes with few opportunities for teaching. The historian of Downing records that, for much of its early life, the college acted as a kind of unendowed hostel. The few students in residence almost invariably prepared for the ordinary degree of B.A. with a view to entering the Church, in which most of them probably had good prospects of advancement. During the autumn of 1847, Dawes arranged a course of six talks, illustrated by experiments, on the subject of agricultural chemistry. Since the publication in 1840 of Liebig's Chemistry of Agriculture and Physiology, followed by the author's tour of England, chemistry had become a popular science. In 1845, with a view to advancing the study of chemistry particularly in its applications to agriculture and industry, the Royal College of Chemistry was founded in London.