Lawrence Stenhouse, a former president of the British Educational Research Association (BERA) and British Curriculum Forum (BCF) founder, was one of the most distinguished, original and influential educationalists of his generation. His theories about curriculum, pedagogy, teacher research and research as a basis for teaching remain compelling. Stenhouse (Stenhouse, 1971) held strongly to the view that young people of all abilities and backgrounds could be encouraged to think of their learning in terms of enquiry. And behind Stenhouse’s educational theory was a firm and generous democratic conviction that was thoroughly optimistic about what human beings could and should achieve. The concept of a National Curriculum is often problematic. Stenhouse (Stenhouse, 1975) recognised that curriculum development has little chance of success unless it involves teachers and practitioners in exploring their own practice through research. This approach to change, and its implications for teach
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