Chris Carpenter

Author Archive | Chris Carpenter

trumpet lying against a wall

Bringing the teacher back in: Reconceptualising the school curriculum as jazz

…If we see the curriculum as jazz then we can see that there are guidelines given but that the teachers are encouraged to ‘own’ the processes and adapt the content, the presentation and the organisation as they see fit. In this way they can become curriculum ‘makers’ as well as curriculum ‘deliverers’.

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images of lots of different people

Whatever happened to Social Class?

In this piece Mathew Brown and Chris Carpenter explore how social difference was presented in Educational Policy under the Coalition Government and suggest that this can be located in previous administrations and are consistent with wider political imperatives. Introduction From the earliest times in modern civilisation people have organised themselves into sub-groups based on religious […]

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commodities traders

Is the chase for exam grades an illusion?

In the educational marketplace, exam results have become the ‘currency’. Chris Carpenter challenges this narrative and argues grades have become subject to ‘commodity fetishism’ in contemporary education. In formal education settings assessment grades, and in particular the grades offered by passing formal exams, have become the ‘hard currency’ of education. This has become especially true […]

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tree roots

Avoiding Newspeak: Why we need the critical voice of Higher Education in Initial Teacher Education

Given that teachers in schools can be positioned principally with being policy enactors and that education policy tends to be deeply implicated in political imperatives, some alternative perspectives are required if the thinking in schools is to evolve beyond the constant bending to policy initiatives…

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Man made of cogs

QTS: How meaningful is it anyway?

It seems axiomatic that if there is a choice between appointing someone to a teaching post who is ‘qualified’ and someone who is not it makes sense to appoint someone who is ‘qualified’. However…we may be wise to see the notion of being ‘qualified’ to teach in its broadest sense and this leads into questioning […]

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