This book answers the questions regarding to what is a real Educational Curriculum? or What should be a Democratic Curriculum? By implication, it refers the misconceptions and flaws in the practice of Curriculum Development and implementation, by reference to the Curriculum process in England and Wales throughout three decades.
The author ends this book by stating that an appropriate curriculum for a democratic society allows continuing development of knowledge, provides opportunities for young people to develop their powers of autonomous thinking, provides teachers with autonomy to make professional judgments, is developed in a democratic system of accountability, is framed in terms of guidelines and principles, is planned with the participation of key actors, among them professionals, academics, policy-makers and others.
Finally, this book Invites to develop further research on questions such as, the exploration of ‘the role of the professional teacher in a democratic society’, how democratic in the context in which the teacher performs his work?, the practical procedural principles based on the Human Development theory for a National Curriculum or Curriculum Development, the dimensions of the concept of education left behind in current National curriculums, the features of a National Curriculum that promote or block the development of students’ autonomy for a democratic society.