Why does pedagogy dominate curriculum?

Clio et cetera

In my previous blog post, I argued that one of the reasons we have ended up at the door of very prescriptive approaches to pedagogy – such as scripted lessons – has come about because we have not given due attention to curriculum. I want in this post to take this a little further and to ask why it is that we have ended up in a situation where pedagogy – and particularly generic pedagogy – has become so dominant in our educational discourse.

Let’s start with schools. All schools provide CPD for their staff and this can take many forms, but the dominant model is still ‘whole-staff training’. Subject-specific training is very typically the Cinderella of school CPD, devolved to the department level, poorly funded and, frequently, conducted in a teacher’s own time. In contrast, schools often invest quite considerable amounts of money and staff time in training…

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I teach
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