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The Curriculum? That's just a unit outline isn't it?

Citation

Fraser, SP and Bosanquet, AM, The Curriculum? That's just a unit outline isn't it?, Studies in Higher Education, 31, (3) pp. 269-284. ISSN 0307-5079 (2006) [Refereed Article]


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Copyright Statement

The definitive published version is available online at: http://www.tandf.co.uk/journals

DOI: doi:10.1080/03075070600680521

Abstract

The term curriculum is familiar in school education, but more ambiguous in its usage in a higher education context. Although it is frequently used in academic staff discussions, policy and planning documents, and to describe advisory bodies, its usage is inconsistent and multifarious. This article reports a phenomenographic study of the ways in which academics conceive of the curriculum in higher education. It examines the variation in perceptions of curriculum, which is critiqued through the work of school curriculum theorists, who utilise Habermas's theory of knowledge-constitutive interests. The intention of this article is to explore the epistemologies and assumptions that underpin these conceptions, in order to promote an inclusive and shared vocabulary as a basis for curriculum development.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Education Assessment and Evaluation
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning not elsewhere classified
Author:Fraser, SP (Associate Professor Sharon Fraser)
ID Code:61789
Year Published:2006
Web of Science® Times Cited:44
Deposited By:Education
Deposited On:2010-03-05
Last Modified:2010-05-04
Downloads:34 View Download Statistics

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