Abstract
The curriculum is a governance technology of knowledge production and is also itself governed by complex dynamics within European education policy space. This article focuses on how the curriculum is governed by comparative knowledge; in particular, it identifies how this facet of governance has manifested itself within the policy space of England's National Curriculum reforms. Critical discourse analysis of four key policy documents reveals how understanding the governing power of comparative knowledge involves considering dynamics originating from multiple spaces and times. While international comparative logic within England's National Curriculum could be regarded as a manifestation of a European-wide governing technology, the article suggests that the distinctiveness of ‘Europe’ is at risk of being lost to dominant global knowledge paradigms which are also an integral part of the ‘governance by comparison’ process.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
