Jeffrey, Bob and Woods, Peter
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This book aims to support and encourage teachers, educators and researchers to recognize and "hear" pupil perspectives. It is about taking these voices seriously, and using what they say to influence policy and practice at all levels.
The highly respected contributors to this book pose several major challenges. Firstly they challenge those who listen to pupils' voices with sympathy or amusement. Secondly they challenge those who, perhaps unconsciously, see childhood mainly in developmental terms. Thirdly, and perhaps the greatest challenge, is to those who have overlooked or ignored pupil perspectives, particularly those policy-makers and politicians responsible for introducing centralized curricula and educational reforms. Indeed, the central argument running through this book is that understanding some of the disparity between "curriculum as intended" and "curriculum as experienced" will help the quality of school life and improve learning.
|Item Type:||Book Chapter|
|Copyright Holders:||1997 Taylor & Francis Inc|
|Keywords:||primary education; curricula|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS)|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Users 9543 not found.|
|Date Deposited:||13 Apr 2010 10:37|
|Last Modified:||04 Oct 2016 10:34|
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