Curricular transposition in citizenship education

Hdl Handle:
http://hdl.handle.net/10142/41144
Title:
Curricular transposition in citizenship education
Authors:
McCowan, Tristan
Abstract:
The considerable debate in recent years on the aims of citizenship education has not been accompanied by an equally substantial discussion on the educational processes involved.This article puts forward a theoretical framework, referred to as `curricular transposition', for understanding the complex task of realizing normative ideals of citizenship through education. The framework highlights four stages in the educational process: the ideals and aspirations underlying an initiative; the curricular programme designed to achieve them; the programme's implementation in practice; and its effects on students. The `leaps' between these stages — involving movement between ends and means and between ideal and real — are highly problematic.These ideas are explored in the context of an empirical case: the `Voter of the Future' programme in Brazil. Disjunctures are observed at the different stages — in particular, a lack of `harmony' between ends and means, and a lack of teacher ownership of the initiative in the process of implementation — leading to divergence between the initial aims and actual effects. Finally, broader implications of the curricular transposition framework for citizenship education are drawn out.
Citation:
McCowan, T. (2008) Curricular transposition in citizenship education. Theory and Research in Education, 6 (2) 153-172.
Publisher:
Sage
Journal:
Theory and Research in Education
Issue Date:
2008
URI:
http://dx.doi.org/10.1177/1477878508091109
DOI:
10.1177/1477878508091109
Additional Links:
http://tre.sagepub.com/cgi/content/abstract/6/2/153
Type:
Article
Language:
en
ISSN:
1477-8785
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorMcCowan, Tristan-
dc.date.accessioned2008-11-19T17:18:31Z-
dc.date.available2008-11-19T17:18:31Z-
dc.date.issued2008-
dc.identifier.citationMcCowan, T. (2008) Curricular transposition in citizenship education. Theory and Research in Education, 6 (2) 153-172.en
dc.identifier.issn1477-8785-
dc.identifier.doi10.1177/1477878508091109-
dc.identifier.urihttp://dx.doi.org/10.1177/1477878508091109-
dc.description.abstractThe considerable debate in recent years on the aims of citizenship education has not been accompanied by an equally substantial discussion on the educational processes involved.This article puts forward a theoretical framework, referred to as `curricular transposition', for understanding the complex task of realizing normative ideals of citizenship through education. The framework highlights four stages in the educational process: the ideals and aspirations underlying an initiative; the curricular programme designed to achieve them; the programme's implementation in practice; and its effects on students. The `leaps' between these stages — involving movement between ends and means and between ideal and real — are highly problematic.These ideas are explored in the context of an empirical case: the `Voter of the Future' programme in Brazil. Disjunctures are observed at the different stages — in particular, a lack of `harmony' between ends and means, and a lack of teacher ownership of the initiative in the process of implementation — leading to divergence between the initial aims and actual effects. Finally, broader implications of the curricular transposition framework for citizenship education are drawn out.en
dc.description.provenanceSubmitted by Tristan McCowan (t.mccowan@roehampton.ac.uk) on 2008-11-18T16:38:11Z No. of bitstreams: 0en
dc.description.provenanceApproved for entry into archive by Pat Simons(p.simons@roehampton.ac.uk) on 2008-11-19T17:18:30Z (GMT) No. of bitstreams: 0en
dc.description.provenanceMade available in DSpace on 2008-11-19T17:18:31Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-07en
dc.language.isoenen
dc.publisherSageen
dc.relation.urlhttp://tre.sagepub.com/cgi/content/abstract/6/2/153en
dc.subjectCitizenship educationen
dc.subjectDemocratic educationen
dc.subjectCurriculum theoryen
dc.subjectBrazilen
dc.titleCurricular transposition in citizenship educationen
dc.typeArticleen
dc.identifier.journalTheory and Research in Educationen
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