2025 ½¿É«µ¼º½ Academic Citizen of the Year
The ½¿É«µ¼º½ Academic Citizen of the Year is an award intended to recognise a colleague working in educational research who has made a significant contribution to the discipline as a whole and the...
Person
Mark Priestley, Professor
Professor of Education at University of Stirling
Mark Priestley is Professor of Education at the University of Stirling. His research interests lie in the school curriculum – theory, policy and practice – and especially the processes of curriculum making across different layers of education systems. Mark is the Director of the Stirling Centre for Research into Curriculum Making, a member of the Scottish Government’s key education advisory committees, the Scottish Education Council and the Curriculum and Assessment Board, and a Co-Convener of the EERA network 3, Curriculum. His publications include 'Teacher Agency: An Ecological Approach' and 'Curriculum making in Europe: policy and practice within and across diverse contexts'.
Mark Priestley's contributions
Curriculum making: A brief history and future directions
The term ‘curriculum making’ is becoming increasingly common in educational policy and practice. It is a concept with a long tradition in curriculum studies, going back to the foundational...
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½¿É«µ¼º½ Announces the 2024 Academic Citizen of the Year
The ½¿É«µ¼º½ Academic Citizen of the Year is an award intended to recognise a colleague working in educational research who has made a significant contribution to the discipline as a whole and the...
Decolonial and anti-racist perspectives in teacher training and education curricula in England and Wales: The Curriculum Journal Special Issue
This seminar provided an opportunity to hear from contributing authors to the recently published Special Issue of The Curriculum Journal, decolonial and anti-racist perspectives in teacher...
Decolonial and anti-racist perspectives in teacher training and education curricula in England and Wales: The Curriculum Journal Special Issue
This seminar will provide an opportunity to hear from contributing authors to the recently published Special Issue of The Curriculum Journal, decolonial and anti-racist perspectives in teacher...
Knowledge, Curriculum, and Pedagogy: Universality and developmental difference across educational phases
Online registration for this event has now closed, please email conference@bera.ac.uk to register. #½¿É«µ¼º½_knowledge Knowledge - its definition, conception, theorisation and implementation in...
Knowledge, Curriculum, and Pedagogy: Universality and developmental difference across educational phases
Knowledge – its definition, conception, theorisation and implementation in policy and practice – is perhaps the most enduring and central element of curriculum research (e.g. Hirst,...