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Still no pedagogy? principle, pragmatism and compliance in primary education
2004
Cambridge Journal of Education
This article revisits Brian Simon's 1981 judgement that for deep-seated historical reasons English education lacks a coherent and principled pedagogy. Given that since 1997 the tide of educational centralisation has added teaching methods to those aspects of schooling which the UK government and/or its agencies seek to prescribe, it is appropriate to test the continuing validity of Simon's claim by reference to a major policy initiative in the pedagogical domain: the government's Primary
doi:10.1080/0305764042000183106
fatcat:7t36iaf77za7bjpa7hmjqqan2y