Doherty, C. (2015) The constraints of relevance on prevocational curriculum. Journal of Curriculum Studies, 47(5), pp. 705-722. (doi: 10.1080/00220272.2015.1069400)
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Abstract
This paper reflects on how relevance has been invoked as a curricular principle, both by students and teachers, in curriculum documents and in curriculum theory, to explore its variously conceived parameters and conditions. By posing the questions ‘relevant to whom?’, ‘relevant to what?’, ‘relevant how?’ and ‘relevant when?’ this paper exposes relevance as both a curricular virtue and a curricular constraint. It draws on an empirical project undertaken in the prevocational curriculum offered in Australia’s recently extended compulsory schooling for students in non-academic pathways. Data vignettes offer windows into two settings to exemplify the different ways relevance can be interpreted, stretched or contested. Using Bernstein’s distinction between vertical and horizontal discourses and knowledge structures, the analysis identifies what is gained and what is lost when relevance, variously defined, serves as a principle for curricular selection.
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Doherty, Prof Catherine |
| Authors: | Doherty, C. |
| College/School: | College of Social Sciences > School of Education |
| Journal Name: | Journal of Curriculum Studies |
| Publisher: | Taylor and Francis |
| ISSN: | 0022-0272 |
| ISSN (Online): | 1366-5839 |
| Published Online: | 01 September 2015 |
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