AffiliationUniversity of Bedfordshire
MetadataShow full item record
AbstractThis paper will investigate Dewey’s Democracy and Educationin relation to the curriculum. There are two overarching themes to the paper: the concept of the democratic curriculum and the academic/vocational divide. Dewey is seen as a pivotal thinker in relation to collaborative learning and the child as a vital voice in any learning that takes place in the classroom and beyond. The paper explores whether issues such as school governance and pupil voice facilitate Dewey’s notion of democratic education. Alongide this is the issue of the academic/vocational divide within English education. Acknowledgement will be made of Dewey’s theory of knowledge which emphasises the connection between concept and application and how this can influence the incorporation of the theoretical and the practical as part of children’s learning in a given curriculum.
CitationHopkins N (2018) 'Dewey, Democracy and Education and the school curriculum', Education 3-13, 46 (4), pp.433-440.
PublisherTaylor & Francis
The following license files are associated with this item:
- Creative Commons
Except where otherwise noted, this item's license is described as Green - can archive pre-print and post-print or publisher's version/PDF