Curriculum

Margaret H. (Margaret Helen) Vickers; Raewyn Connell; Craig Campbell; Margaret H. (Margaret Helen) Vickers; Anthony Welch; Dennis Foley; Nigel Bagnall

Curriculum

Margaret H. (Margaret Helen) Vickers, Raewyn Connell, Craig Campbell, Margaret H. (Margaret Helen) Vickers, Anthony Welch, Dennis Foley, Nigel Bagnall

Research output: Chapter in Book / Conference Paper › Chapter

Abstract

![CDATA[Why do we have to learn this, Miss?' It's a question that comes up all the time in the classroom. It is an entirely legitimate one, since young people do have learning intentions of their own. As Garth Boomer - one of Australia's most imaginitive curriculum thinkers - argued, what we learn in school should recognise this and should arise out of negotiations in which students' learning intentions are taken seriously (Boomer et al., 1992). Students might respectfully suggest that their own ideas about what is worth learning might be taken into account, or they may simply be trying to get out of work. In either case, the questions they ask pose an implicit challenge to the entire web of stakeholders who have sought to influence what will be included in the curriculum.]]

Original language	English
Title of host publication	Education, Change and Society
Place of Publication	South Melbourne, Vic
Publisher	Oxford University Press
Pages	239-261
Number of pages	23
ISBN (Print)	9780195555288
Publication status	Published - 2007

Keywords

curriculum
learning intentions
student potential
pedagogy
education

Cite this

@inbook{ca72ef155a144dc4938b47b762018fb4,

title = "Curriculum",

abstract = "![CDATA[Why do we have to learn this, Miss?' It's a question that comes up all the time in the classroom. It is an entirely legitimate one, since young people do have learning intentions of their own. As Garth Boomer - one of Australia's most imaginitive curriculum thinkers - argued, what we learn in school should recognise this and should arise out of negotiations in which students' learning intentions are taken seriously (Boomer et al., 1992). Students might respectfully suggest that their own ideas about what is worth learning might be taken into account, or they may simply be trying to get out of work. In either case, the questions they ask pose an implicit challenge to the entire web of stakeholders who have sought to influence what will be included in the curriculum.]]",

keywords = "curriculum, learning intentions, student potential, pedagogy, education",

author = "Vickers, {Margaret H. (Margaret Helen)} and Raewyn Connell and Craig Campbell and Vickers, {Margaret H. (Margaret Helen)} and Anthony Welch and Dennis Foley and Nigel Bagnall",

year = "2007",

language = "English",

isbn = "9780195555288",

pages = "239--261",

booktitle = "Education, Change and Society",

publisher = "Oxford University Press",

address = "United Kingdom",

}

TY - CHAP

T1 - Curriculum

AU - Vickers, Margaret H. (Margaret Helen)

AU - Connell, Raewyn

AU - Campbell, Craig

AU - Vickers, Margaret H. (Margaret Helen)

AU - Welch, Anthony

AU - Foley, Dennis

AU - Bagnall, Nigel

PY - 2007

Y1 - 2007

N2 - ![CDATA[Why do we have to learn this, Miss?' It's a question that comes up all the time in the classroom. It is an entirely legitimate one, since young people do have learning intentions of their own. As Garth Boomer - one of Australia's most imaginitive curriculum thinkers - argued, what we learn in school should recognise this and should arise out of negotiations in which students' learning intentions are taken seriously (Boomer et al., 1992). Students might respectfully suggest that their own ideas about what is worth learning might be taken into account, or they may simply be trying to get out of work. In either case, the questions they ask pose an implicit challenge to the entire web of stakeholders who have sought to influence what will be included in the curriculum.]]

AB - ![CDATA[Why do we have to learn this, Miss?' It's a question that comes up all the time in the classroom. It is an entirely legitimate one, since young people do have learning intentions of their own. As Garth Boomer - one of Australia's most imaginitive curriculum thinkers - argued, what we learn in school should recognise this and should arise out of negotiations in which students' learning intentions are taken seriously (Boomer et al., 1992). Students might respectfully suggest that their own ideas about what is worth learning might be taken into account, or they may simply be trying to get out of work. In either case, the questions they ask pose an implicit challenge to the entire web of stakeholders who have sought to influence what will be included in the curriculum.]]

KW - curriculum

KW - learning intentions

KW - student potential

KW - pedagogy

KW - education

UR - http://handle.uws.edu.au:8081/1959.7/488507

M3 - Chapter

SN - 9780195555288

SP - 239

EP - 261

BT - Education, Change and Society

PB - Oxford University Press

CY - South Melbourne, Vic

ER -

Curriculum

Abstract

Keywords

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