The Storied Curriculum: What Is Education For?
Stories are used by teachers to make sense of the complexity of their practice and produce a coherent account of the everyday realities of classrooms. This chapter explores two storied versions of the curriculum that exist for autistic pupils, one concerning education as a story of recovery from autism, and the second concerning a progressive view of education. Two curriculum models—curriculum as mastery and curriculum as process—are used to illustrate the ways in which progressive ideas about education are essentially incompatible with the use of specialised practices. It is argued that a focus on educational values provides an explanation of why different practices exist for autistic pupils and how mainstream practitioners think differently about their role and responsibilities in relation to this group of pupils.
KeywordsProgressive education Educational values Mastery Process Curriculum
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