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It begins with Dickens’ A Christmas Carol as a metaphor for ignored ethical community practices and the economic obsession symbolized by Scrooge and Marley’s chains. It then contrasts industrial-era capitalism with the post-industrial “knowledge economy,” drawing on OECD policy framing to show how knowledge, information, and learning shape curriculum agendas. Finally, it proposes the “Scrooge state” as audit-driven governance that standardises, measures populations, and manages education through numbers, targets, and value-based tools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-ghosts-of-the-school-curriculum-past-present-and-future-radford-lecture/593434/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-ghosts-of-the-school-curriculum-past-present-and-future-radford-lecture/593434.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does Dickens’ A Christmas Carol function in the argument about curriculum?","Question",{"text":112,"@type":113},"It supplies a starting metaphor for “curriculum ghosts,” linking Scrooge’s economic obsession and Marley’s chains to what schooling ignores. The ghosts warn about consequences when education is defined by purely monetary concerns and missing ethical community acts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does the knowledge economy play in contemporary curriculum policy?",{"text":117,"@type":113},"The text explains that capitalism is increasingly linked to knowledge and information, with the OECD’s 1996 report providing influential policy framing. This leads policy-makers to treat knowledge-related ideas as drivers for education and curriculum agendas across nations and international bodies.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the “Scrooge state” mean in the context of education and curriculum?",{"text":121,"@type":113},"It describes nation-state governance that is always auditing: counting, measuring, benchmarking, standardising, and controlling through numbers and money. It also characterises curriculum thinking as accountant-like (ledgers, graphs, spreadsheets) and cartographer-like (maps, grids, frameworks, matrices, and labelled pathways).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593434,1792208960,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Ghosts of the School Curriculum:  \nPast, Present and Future Radford Lecture, Fremantle Australia, 2007  \nJane Kenway  \nFaculty of Education, Monash University  \nGhosts haunt the school curriculum. Charles Dickens’“A Christmas Carol”(1843) provides a starting point for thinking about these curriculum ghosts. In the Preface, he states that he has “endeavoured in this Ghostly little book, to raise the Ghost of an Idea” (2003) . I also seek to raise the ghost of an idea, and to have a bit of fun with it by using the methodology of “hauntology” to consider the specters of curriculum past, present and future that haunt contemporary schooling.  \n“A Christmas Carol”(1843) begins with Scrooge being haunted by the ghost of his dead business partner Marley one bleak Christmas Eve. When he hears the sound of rattling chains he is startled but initially sceptical: “It’s humbug still!” said Scrooge (Dickens, 2003/1843, p. 44) . He cannot quite believe his eyes when Marley’s ghost finally appears before him and tells him three further spirits will haunt him. The mean-spirited Scrooge measures his life solely in terms of monetary profits and losses. The ghosts that haunt him return from the dead to warn him of the consequences he will suffer in the afterlife if his living present remains defined in purely economic concerns. Indeed, Marley’s ghost demonstrates the possible fate that awaits Scrooge after death. Marley’s chains are decorated with“cash-boxes, keys, padlocks, ledgers, deeds, and heavy purses wrought in steel” (Dickens, p. 44) . They are a heavy burden. A haunting can involve the return or the emergence of what has been ignored. What Scrooge has ignored are those acts that bind communities together, ethical acts that demonstrate humanity. The consequence of his ignorance is, as the ghosts of the story testify, a hereafter of remorse and grief over what was lost and what was never done. The ghosts teach Scrooge how to live his life in a more humane way.  \nThe Scrooge State  \nDickens wrote “A Christmas Carol” in 1843, a time of profound economic and social change in England, when the ill effects of industrialization were becoming increasingly difficult to ignore.“A Christmas Carol” is Dickens’ denunciation and critique of capitalism  \nThe Australian Educational Researcher, Volume 35, Number 2, August 2008 •1  \nJANE KENWAY  \nin the industrial era of the nineteenth century. He uses the shackling together of ghosts to imply bondage to capitalism during this period, stating:  \nThe air filled with phantoms, wandering hither and thither in restless haste, and moaning as they went. Every one of them wore chains like Marley’s Ghost; some few (they might be guilty governments) were linked together; none were free . . . The misery with them all was, clearly, that they sought to interfere, for good, in human matters, and had lost the power for ever. (Dickens, 2003/1843, p. 52)  \nWe are now in the post-industrial era of the 21st century; at least in much of the socalled developed world. Capitalism today takes a somewhat different form. It is commonly argued that the main factor of production in today’s economy is knowledge. Indeed capitalism is now often equated with the knowledge economy.  \nThe notion of the knowledge economy made a decisive entry into policy discourses when the Organization for Economic Cooperation and Development (OECD) published “The Knowledge-based Economy” in 1996. This report defines knowledgebased economies as “economies which are directly based on the production, distribution and use of knowledge and information” (OECD, 1996, p. 7) . Since then, policy-makers around the world have developed policies that fuse various ideas about the relationship between knowledge, information, learning, the economy and society. Knowledge economy and associated discourses have become powerful levers and drivers of policy in such international and supranational bodies as the OECD and the European Commission. They are also used extensi","cbCainOPRYmq7qDR","https://ap.wps.com/l/cbCainOPRYmq7qDR","pdf",125334,13,"English","# The Ghosts of the School Curriculum\n## Dickens and the idea of curriculum ghosts\n## From industrial capitalism to the knowledge economy\n## The Scrooge state in education policy","[{\"question\":\"How does Dickens’ A Christmas Carol function in the argument about curriculum?\",\"answer\":\"It supplies a starting metaphor for “curriculum ghosts,” linking Scrooge’s economic obsession and Marley’s chains to what schooling ignores. The ghosts warn about consequences when education is defined by purely monetary concerns and missing ethical community acts.\"},{\"question\":\"What role does the knowledge economy play in contemporary curriculum policy?\",\"answer\":\"The text explains that capitalism is increasingly linked to knowledge and information, with the OECD’s 1996 report providing influential policy framing. This leads policy-makers to treat knowledge-related ideas as drivers for education and curriculum agendas across nations and international bodies.\"},{\"question\":\"What does the “Scrooge state” mean in the context of education and curriculum?\",\"answer\":\"It describes nation-state governance that is always auditing: counting, measuring, benchmarking, standardising, and controlling through numbers and money. It also characterises curriculum thinking as accountant-like (ledgers, graphs, spreadsheets) and cartographer-like (maps, grids, frameworks, matrices, and labelled pathways).\"}]","The Ghosts of the School Curriculum - Past, Present and Future Radford Lecture | PDF",1792077254,33]