1st Edition
Hyper-Socialised: How Teachers Enact the Geography Curriculum in Late Capitalism
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
Biography
David Mitchell is a lecturer in education at UCL Institute of Education (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 Postgraduate Certificate in Education (PGCE) course at UCL-IOE. Prior to that, he led 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’ roles as ‘curriculum makers’ and how teacher education can support curriculum leadership in schools.
