Scotland’s curriculum for excellence: a defence of autonomy and personhood

Hedge, N. and Mackenzie, A. (2016) Scotland’s curriculum for excellence: a defence of autonomy and personhood. Oxford Review of Education, 42(1), pp. 1-15. (doi:10.1080/03054985.2015.1128890)

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Abstract

Curriculum for Excellence, Scotland’s 3–18 curriculum, has been described as ‘the most significant curricular change in Scotland for a generation’ (McAra, Broadley & McLauchlan, 2013, p. 223). The purpose of the curriculum is ‘encapsulated’ in four capacities in order that learners become i) successful learners, ii) confident individuals, iii) responsible citizens, and iv) effective contributors. With particular reference to these capacities, we explore the principle of autonomy as it pertains to both individual and collective flourishing. In so doing we seek to disarm commonplace criticisms of autonomy by proposing it might be put to work in CfE as a multi-dimensional, context-sensitive concept that is relational as well as individual. We conclude that the four capacities lend themselves to re-consideration and re-mapping in pursuit of autonomy and flourishing premised on the principles of personhood.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Mackenzie, Dr Alison and Hedge, Professor Nicki
Authors: Hedge, N., and Mackenzie, A.
College/School:College of Social Sciences > School of Education
College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
Journal Name:Oxford Review of Education
Publisher:Routledge
ISSN:0305-4985
ISSN (Online):1465-3915
Published Online:02 February 2016

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