Management of curriculum change

Worldwide research shows that changing practice in schools is a problematic business. According to the American writer Larry Cuban, schools change reforms as much as reforms change schools.

In a world where innovation is seemingly never-ending, such teacher mediation of change can be a good thing, protecting students from some of the worst effects of ill-thought out, top-down initiatives that take little account of the complexities of local contexts. In other cases where proposed innovations are worthwhile, these often fail to challenge some of the deeply entrenched continuities of schooling. In such cases the missing ingredient is often teacher engagement with innovation; a lack of engagement can lead to uncritical implementation, or hasty tweaking of existing practice to meet with the perceived requirements of the new policy. The likely result – innovation without change! Or change that is superficial and ephemeral!

Many people have welcomed Curriculum for Excellence as a worthy innovation that seeks to address these issues. And yet, at this crucial stage in its development, there are already worries about its capacity to change practice. In this context, this seminar will develop the theme of curriculum change with a view to promoting engagement with innovation and, where change does occurs, ensuring that it is lasting and meaningful.

The seminar will introduce participants to a number of key generic themes that have emerged from worldwide curriculum research and propose an alternative way of viewing change, grounded in relevant social theory.

Mark Priestley, Stirling University