A critique of A Curriculum for Excellence through the works of Paulo Freire

Bogle, Steven (2021) A critique of A Curriculum for Excellence through the works of Paulo Freire. MPhil(R) thesis, University of Glasgow.

Abstract

This dissertation provides a critical evaluation of the philosophies of education and a critique of A Curriculum for Excellence (CfE) as the national curriculum in Scotland, coupled with analysis of the works of Brazilian educationalist Paulo Freire with the aim of demonstrating a correlation between his works and the philosophical rationale of CfE. CfE is frequently cited as difficult to implement due to a lack of clearly established theoretical and philosophical principles, thus becoming ineffective in achieving its reported aims. However, this paper will assert that it is not the absence of educational philosophy that hinders CfE, but rather the fact that elements of the competing philosophies present within Curriculum guidance enable the employment of multiple focal points during implementation. This results in conflicting models of curriculum developing, and when this occurs, entrenched practice dominates, thus negating CfE’s initial stated desire to bring about radical change in Scotland’s national curriculum. It follows that providing a strong philosophical grounding from which the Curriculum model can develop and that reflects the principles within the original aims and purpose of CfE is key to addressing this conflict in implementation. By means of a review of the various philosophies of education, to identify their inherent principles; an analysis of A Curriculum for Excellence and the supporting Building the Curriculum series, as well as educational policy; and a systematic evaluation of the works of Paulo Freire, this dissertation aims to suggest that the principles central to Freire may provide the necessary theoretical grounding for CfE to refocus towards its original aims and purpose.

• Item Type: Thesis (MPhil(R))
• Qualification Level: Masters
• Subjects: L Education > L Education (General)
• Colleges/Schools: College of Social Sciences > School of Social & Environmental Sustainability; Precurrent Departments > School of Interdisciplinary Studies
• Supervisor's Name: Jessop, Dr. Ralph and Shirazi, Dr. Shaista
• Date of Award: 2021
• Depositing User: Theses Team
• Unique ID: glathesis:2021-82405
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 26 Aug 2021 09:38
• Last Modified: 08 Aug 2023 13:01
• Thesis DOI: 10.5525/gla.thesis.82405
• URI: https://theses.gla.ac.uk/id/eprint/82405