Abstract
Recent government accreditation of initial teacher education provision in England has resulted in a deep sense of unrest within the sector. Along with an intensely regulated accreditation process embodied in the Initial Teacher Training (ITT) Market Review, a revised framework, known as the Core Content Framework (CCF) has been introduced. This paper provides an analysis of the CCF, bringing together Foucauldian discourse analysis and a new emerging methodology, doppelganger as method. This approach explores situations of conflict, asking where a double or doppelganger emerges and how it functions as a technology of power. It finds that the conflicting demands of the CCF and the quality benchmarks that regulate university provision produce a dual curriculum. An authorised curriculum is established by the CCF, while a shadow curriculum emerges from the aspects of curriculum which are rendered invisible in the framework. I find that the CCF represents an attack on teacher educator professionalism as it removes the autonomy of the educator to choose their own content, pedagogy and key texts. Resistance to this regulation, however, emerges from more holistic ideologies and can be found hidden within classroom interactions and practices.
Official URL
More Information
Divisions: | Carnegie School of Education |
---|---|
Identification Number: | https://doi.org/10.1080/02607476.2025.2449671 |
Status: | Published |
Refereed: | Yes |
Publisher: | Informa UK Limited |
Additional Information: | © 2025 The Author(s) |
Uncontrolled Keywords: | 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education; Education; 3901 Curriculum and pedagogy; 3903 Education systems |
SWORD Depositor: | Symplectic |
Depositing User (symplectic) | Deposited by Pierlejewski, Mandy |
Date Deposited: | 18 Mar 2025 10:27 |
Last Modified: | 02 Apr 2025 14:25 |
Item Type: | Article |