Year: 2004
Type: article
Abstract: This paper examines notions of ‘educational time’ with particular reference to the work of Basil Bernstein. It focuses closely on the 1967 Plowden report as a particularly appropriate policy case study to demonstrate how different constructions of time can exist within the same document. It then develops educational models originally mapped out by Bernstein, arguing that a full understanding of the areas of consensus and conflict among these models is vital if we are to understand how teaching professionals think about the future. The paper addresses the following questions: How does time affects education? What influence does this have on educational outcomes? How does this relate to public policy initiatives? Assuming a tacit, collective understanding of time and the future can undermine the very policy intentions a government might be seeking to promulgate.
Author: Sandra Leaton Gray*
Institution: University of Cambridge
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2138769012