Hyper-Socialised: How Teachers Enact the Geography Curriculum in Late Capitalism: 1st Edition (Paperback) book cover

Hyper-Socialised: How Teachers Enact the Geography Curriculum in Late Capitalism

1st Edition

By David Mitchell

Routledge

216 pages | 10 B/W Illus.

Purchasing Options:$ = USD
Paperback: 9781138339101
pub: 2019-10-29
SAVE ~$7.99
Available for pre-order
$39.95
$31.96
x
Hardback: 9781138339095
pub: 2019-10-29
SAVE ~$28.00
Available for pre-order
$140.00
$112.00
x


FREE Standard Shipping!

Description

Hyper-socialised explores the challenges of late capitalist times for education systems, schools and teachers. It looks at how trends of accountability, ‘teaching to the test’, using pupil voice and reliance on network technologies are all connected to powerful social and economic forces, shaping the curriculum as it is taught in classrooms. Such forces threaten to overwhelm teachers but, in the right hands, they can also be harnessed to create, influence and teach a truly powerful curriculum for their students.

Presenting a historical view of curriculum change, the book examines how society, curriculum and teachers are linked. Using geography as an illustrative subject, the chapters investigate what influences teachers, to what extent they are in control of the curriculum and what else is shaping it. Divided into two parts, it offers

  • An in-depth exploration of the relationship between society, teachers and the curriculum, including that what and how to teach remain wide open to debate
  • Evidence-based research into the significance and implications of ‘hyper-socialised’ curriculum enactment for teachers and teacher education
  • Four case study ‘portraits’ of geography departments and personal curriculum stories of each Head of Department
  • Insights into the nature of teaching as a profession and how a crisis of teacher recruitment and retention may be addressed

Written in clear and accessible terms, this book is an essential resource for teacher educators, subject teachers, headteachers and educational researchers who want to understand how and why schools and teaching are changing – and what this means for them.

Table of Contents

Acknowledgments Introduction – Teaching in changed times Part I - The origins of ‘curriculum making’ – why changing times matter Chapter 1. Teachers and curriculum agency Chapter 2. Lessons from the past – society, curriculum and teachers Chapter 3. Curriculum making – a response to late capitalist times Part II – Curriculum enactment: case studies of geography departments Introduction to Part II Chapter 4. Arnwell High School – a curriculum for engagement and skills Chapter 5. Brightling Girls’ School – navigating ‘learnification’ Chapter 6. Claymore School – toward teacher autonomy Chapter 7. Derwent School – a knowledge-based curriculum Chapter 8. Curriculum enactment in late capitalism – a common process and the scope of teacher agency Chapter 9. Conclusion – preparing teachers to be resilient ‘curriculum makers’ References

About the Author

David Mitchell is a lecturer in education at UCL-IOE. He taught geography in secondary schools and colleges before becoming a teacher educator. His current role is researching Geography education and leading the Geography PGCE course at UCL-IOE. Prior to that, he lead the Secondary PGCE programme at UCL-IOE (a programme which each year prepares up to 700 new High School teachers in 18 different subjects). He is interested in the influences over the school curriculum, teachers’ role as ‘curriculum makers’ and how teacher education can support curriculum leadership in schools.

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU007000
EDUCATION / Curricula
EDU025000
EDUCATION / Secondary
EDU029050
EDUCATION / Teaching Methods & Materials / Arts & Humanities
EDU034000
EDUCATION / Educational Policy & Reform / General