Dewey, Democracy and Education and the school curriculum

Hopkins, Neil

dc.contributor.author	Hopkins, Neil	en
dc.date.accessioned	2018-09-24T10:27:21Z
dc.date.available	2018-09-24T10:27:21Z
dc.date.issued	2018-03-04
dc.identifier.citation	Hopkins N (2018) 'Dewey, Democracy and Education and the school curriculum', Education 3-13, 46 (4), pp.433-440.	en
dc.identifier.issn	0300-4279
dc.identifier.doi	10.1080/03004279.2018.1445477
dc.identifier.uri	http://hdl.handle.net/10547/622881
dc.description.abstract	This 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.
dc.language.iso	en	en
dc.publisher	Taylor & Francis	en
dc.relation.url	https://www.tandfonline.com/doi/full/10.1080/03004279.2018.1445477?src=recsys	en
dc.rights	Green - can archive pre-print and post-print or publisher's version/PDF
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	curriculum	en
dc.subject	John Dewey	en
dc.subject	democracy	en
dc.subject	education	en
dc.subject	X300 Academic studies in Education	en
dc.title	Dewey, Democracy and Education and the school curriculum	en
dc.type	Article	en
dc.contributor.department	University of Bedfordshire	en
dc.identifier.journal	Education 3-13	en
dc.date.updated	2018-09-24T09:59:10Z
dc.description.note	Unfortunately the publisher won't allow us to archive the final published version - do you have a copy of the postprint (after review, but before the publisher's formatting) that we could use? version supplied. 18m embargo
html.description.abstract	This 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.