The paper considers models of the core curriculum, which it argues are inadequate as their understanding of social difference is truncated. Although these models recognise difference this is located within a pluralist framework and is implicitly viewed as an impediment that hinders equal opportunities. The effect is to normalise the white, male middle class subject and to ignore social antagonism. Skill in the core curriculum becomes technicised, and a differentiated and segmented curriculum is left in place.
|Number of pages||13|
|Journal||British Journal of Sociology of Education|
|Publication status||Published - 1 Jan 1992|