The return to subjects: a sociological perspective on the UK Coalition government%s approach to the 14–19 curriculum

Abstract

This article draws on some ideas from the sociology of knowledge to examine the UK Coalition government%s approach to the 14–19 curriculum. Following a brief outline of a theoretical model, the article contrasts the ideas about the curriculum of the new Secretary of State, Michael Gove, with those they seek to replace. Following a brief discussion of Gove%s ideas about vocational education, the article concludes by proposing a more coherent approach to the 14–19 curriculum and discusses its implications for the question of educational equality.

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