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The Buckingham Journal of Education Vol. 1 No. 1 (2020)

The first edition of the Buckingham Journal of Education is focussed on curriculum. The authors range across its history, design, development, impact and social implications. The peer-reviewed articles traverse a wide range of dimensions and perspectives around the curriculum. Overall, the articles present an eclectic mix of thinkers and their thinking on education. The span of the articles is not intended to be totally coherent. However, they are thought-provoking and perhaps even controversial. They will certainly enliven the long-overdue debate about the redesign of the UK curriculum, but they also have traction within the international education community. Perhaps it is a case of changing times, changing curriculum. This inaugural volume joins this debate about schooling and its function and intention. It has a significant focus on the challenges of creating a curriculum which is contemporary, relevant and future-proofed, and which contributes to areas such as equity, employability and well-being.

Published: 2020-06-23



Max Coates


The changing secondary curriculum in England

Barnaby Lenon


From the sorbonne to surbiton – the improbable origins of the English curriculum

Max Coates


Crossing the threshold: enhancing opportunities for practical enquiry in school science through threshold concepts

Mark Deacon


Thoughts concerning standardisation and the assembly line of learning

Andrew Hammond


Anthropology of evaluation: the ‘macabre constant’

Pierre Frath


Beginning teacher learning in school - university partnerships: understanding the complexities of developing beginning-teacher knowledge in a partnership setting

Brian Marsh


Designing a curriculum for creativity

Emma Webster


Social mobility

Barnaby Lenon


Does absence make the heart grow fonder? – students perspectives of curriculum, absenteeism and their pursuit of the good life

Simon Edwards, Evie Parmar


Putting a sticking plaster on a gaping wound – exploring the provision being made in English secondary schools to support mental health and mental well-being

Max Coates, Domini Bingham