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Death in the Scottish curriculum: Denying or confronting?
S Paul1, L Del Carpio1,2, P Rodríguez3
1Department of Social Work and Social Policy, University of Strathclyde, Glasgow, Scotland.
Death Studies
|November 28, 2023
Summary
This study analyzed the Scottish curriculum
Area of Science:
- Pedagogy
- Sociology of Education
- Thanatology
Background:
- Schools play a crucial role in supporting bereaved children.
- Understanding how school curricula address death is limited.
- Systemic structures influencing children's death knowledge require further exploration.
Purpose of the Study:
- To analyze the Scottish curriculum for death education in compulsory schooling (ages 3-15).
- To identify how death is represented and taught within the curriculum.
- To explore the implications of curriculum content on children's understanding of death.
Main Methods:
- Content analysis of the Scottish curriculum documents.
- Examination of death-related themes across subjects and age groups.
- Integration of death systems and death ambivalence theories.
Main Results:
- Death is present in the curriculum, but often confined to religious education.
- This focus may limit children's engagement with diverse aspects of death (individual, social, physical, relational).
- Certain ways of 'knowing' death are privileged over others.
Conclusions:
- The current curriculum may not fully support children's complex understanding of death.
- There is a need to broaden the integration of death education across subjects.
- Findings offer practical insights into curriculum development for death literacy.
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