Crossing boundaries: Exploring the theory, practice and possibility of a ‘Future 3’ curriculum

POUNTNEY, Richard and MCPHAIL, Graham (2019). Crossing boundaries: Exploring the theory, practice and possibility of a ‘Future 3’ curriculum. British educational research journal.

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Official URL: https://onlinelibrary.wiley.com/doi/10.1002/berj.3...
Link to published version:: https://doi.org/10.1002/berj.3508
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    Abstract

    In this article, we examine a case of innovation in curriculum and pedagogy at a new school in the UK. We begin by outlining the 3 Futures model, which we use as a methodological heuristic in the case study of the school that appears to be both knowledge‐led and learner‐engaged; characteristics of the Future 3 scenario. In considering the school's curriculum, we also draw on a number of concepts from the work of Basil Bernstein: classification, framing and the idea of open schools, and a curriculum integration model developed by us to consider the degree of epistemic emphasis in the school's predominantly interdisciplinary curriculum. Together, these concepts provide the means to examine the organising principles of practice operating in the school, as links are drawn between the 3 Futures model, Bernstein's concepts and the data. We theorise this as a form of ‘opening up’, suggesting that even within the context of an interdisciplinary curriculum, access to powerful knowledge may be maintained in a whole‐school approach where the demands of both knowledge and knowers are brought into balance. The school's approach and the theorisation we offer may provide insights for other schools embarking on a futures model for education and for twenty‐first‐century educational discourses more generally.

    Item Type: Article
    Uncontrolled Keywords: 13 Education; Education
    Identification Number: https://doi.org/10.1002/berj.3508
    SWORD Depositor: Symplectic Elements
    Depositing User: Symplectic Elements
    Date Deposited: 25 Jan 2019 11:59
    Last Modified: 24 Jul 2020 01:18
    URI: http://shura.shu.ac.uk/id/eprint/23864

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