McCowan, Tristan (2009) Towards an understanding of the means-ends relationship in citizenship education. Journal of Curriculum Studies, 41 (3). pp. 321-342. ISSN Print: 0022-0272 Online: 1366-5839
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Abstract
While it is clear that all educational undertakings consist of ends and means, the relationship between the two is far from straightforward. This article proposes a framework for understanding the relationship in the context of citizenship education. Qualitative research was undertaken of three educational initiatives in Brazil: the schools of the Landless Movement, the Plural School framework in the city of Belo Horizonte, and the Voter of the Future programme, run by the Electoral Tribunals. Case studies were carried out of each, involving documentary analysis, interviews and observations. Analysis of the relationship between ends and means in each case gave rise to two key frames: the first, ‘proximity’, refers to the extent to which ends and means are separate or unified; the second, ‘rationale’, refers to the grounds on which means are chosen. Finally, the implications of this framework for understanding curriculum are drawn out.
| Item Type: | Article |
|---|---|
| Additional Information: | This is an electronic version of an article published in McCowan, Tristan (2009) Towards an understanding of the means-ends relationship in citizenship education. Journal of Curriculum Studies, 41 (3). pp. 321-342. Journal of Curriculum Studies is available online at: http://dx.doi.org/10.1080/00220270701810569 |
| Uncontrolled Keywords: | Citizenship |
| Subjects: | Departments > Education and International Development |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 30 Mar 2010 11:38 |
| Last Modified: | 26 Jun 2012 22:29 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/2530 |
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