Engaging the Curriculum
Introduction
Part I: The Possibility of Curriculum
1. Curriculum: a missing term
2. Understanding curriculum
3. Higher education for an age of uncertainty
4. Framing curriculum
Part II: Signs of Curriculum Life
5. A schema
6. Knowing
7. Acting
8. Being
Part III: Prospects for Engagement
9. Engaging the Curriculum
10. Engaging Students
11. Engaging Academics
Summary and Reflections
Appendices
Bibliography
Subject Index
Author Index
The Society for Research into Higher Education
Even though the term ‘curriculum’ may be missing from debates on higher education, curricula are changing rapidly and in significant ways. What we are seeing, therefore, is curriculum change by stealth, in which curricula are being reframed to enable students to acquire skills that have market value. In turn, curricula are running the risk of fragmenting as knowledge and skills exert their separate claims. Such a fragmented curriculum is falling well short of the challenges of the twenty-first century.
A complex and uncertain world requires curricula in which students as human beings are placed at their centre: what is called for are curricula that offer no less than the prospect of encouraging the formation of human being and becoming. A curriculum of this kind has to be understood as the imaginative design of spaces where creative things can happen as students become engaged.
Based upon a study of curricula in UK universities, Engaging the Curriculum in Higher Education offers an uncompromising thesis about the development of higher education and is essential reading for those who care about its future.