The story of representation (or not) in contributing to the development of a school subject curriculum

• Published in: Irish educational studies Vol. 34; no. 3; pp. 225 - 243
• Main Author: MacPhail, Ann
• Format: Journal Article
• Language: English
• Published: Dublin Routledge 03.07.2015; Taylor & Francis Ltd
• Subjects: Committees; Comparative analysis; Content Analysis; Cooperative Planning; Curriculum Development; Educational Methods; Foreign Countries; Grounded Theory; Ireland; National Standards; Pedagogy; Physical Education; Policy Formation; representation; Secondary Education; Semi Structured Interviews; Stakeholders; Ireland
• ISSN: 0332-3315; 1747-4965
• DOI: 10.1080/03323315.2015.1064320

This paper prompts us to consider 'representation' with respect to a committee structure 'managing' the development of the Irish senior cycle physical education framework. The paper is timely due to the national interest in the senior cycle subject development in Ireland and complements work undertaken on the development of policy in senior physical education internationally. Bernstein's [(1990). Class, Code and Control: Volume 4. The Structuring of Pedagogic Discourse. London: Routledge] construction of 'pedagogic discourse' and Pitkin's [(1967). The Concept of Representation. University of California Press] notion of 'representation' provide a framework for exploring the process by which Senior Cycle Physical Education (SCPE) was 'managed' by the Physical Education Course Committee. Interviews were conducted with nine stakeholders who were members of the Committee and the constant comparative method was used to analyse the interview data. The results revolved around representation of individual views in favour of representative roles, interacting within the remit of the Committee structure and activity outside of the formal meetings. A number of conclusions arise in examining the extent to which 'representation' provides a framework for exploring the process by which curriculum development within Irish SCPE was 'managed' by the appointed Committee. Such a study provides significant points for discussion for those charged with drawing together groups to advise on curriculum development.