In this paper, I develop a critique of the Organization for Economic Cooperation and Development (OECD)-based lifelong learning policy discourse with a particular focus on "key competencies" (KCs) and its equity implications for school curricular policies. First, I review the discussion of KCs in the writings by the OECD-affiliated…

Using Singapore as a case study, this paper examines how the discourses of democratic elitism and meritocracy help allocate different citizen roles to students and define the nature of the social studies citizenship education programmes for different educational tracks. While the Singapore education system is not unique in its stratification of…

This case study of pre-vocational foundation courses developed by the City and Guilds of London Institute (England) shows how curricular aims and objectives characteristic of the newly emerged pre-vocational curriculum are based on assumptions not born out in practice. Advantages and disadvantages of curricular strategies adopted by staff are also…

Questions the extent to which knowledge and the study of the good relate to and influence the performance of the good within the framework of Jewish education in the United States. Six Jewish educational programs are examined. Findings from this examination are presented and alternative responses to the relationship between study and moral action…

One consequence of the advancing globalization and technological dependence of society is that people outside professional science are finding that issues of concern to them have a science dimension. I consider how school science education can support engagement with scientific information. I contend that teaching about the epistemology of science…

Asserts that learning to teach is a pervasive and continuous process. Contends that little is known about what, when, and how teachers comprehend the teaching processes, their students, and the curriculum. Reports on a study of eight student teachers who kept journals about well-remembered events during their 13-week student teaching period. (CFR)

Recommends and explains why case studies are a good way of evaluating curriculum and giving direction and a rationale to policy decisions about curriculum development in schools. Describes and analyzes various descriptive, analytical, and deliberative case studies. (CK)

This paper examines the dynamics of authority relationships and curriculum enactment in a lower-level, college-preparatory US History class. It explains how a teacher and his students construct a relaxed order shaped by uncertain educational goals, the use of entertainment, and students' wants. Ambiguity and entertainment in the teacher's practise…