Defining The Curriculum

Histories and Ethnographies

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Reference
Cover of the book Defining The Curriculum by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781136716669
Publisher: Taylor and Francis Publication: May 23, 2012
Imprint: Routledge Language: English
Author:
ISBN: 9781136716669
Publisher: Taylor and Francis
Publication: May 23, 2012
Imprint: Routledge
Language: English

This book explores some of the major processes involved in the definition of school subject knowledge. Using historical ethnographic methods, the contributors to the collection highlight and examine some of the factors involved at national, institutional and classroom levels in the making of school subjects. The first section of the book outlines the theoretical and methodological basis for the study off school subjects, and the reasons for and the possibilities of such a study are considered. In the second section some histories of school curricula are presented from a variety of settings – colonial schools in Africa, working-class schools of the nineteenth century, nursery schools – and the conflicting forces of determination and change in school subjects are identified and examined. The third section focuses on the contemporary school situation and the papers isolate and investigate some of the interest groups and social processes which enter into or affect the realization of school knowledge in the classroom.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book explores some of the major processes involved in the definition of school subject knowledge. Using historical ethnographic methods, the contributors to the collection highlight and examine some of the factors involved at national, institutional and classroom levels in the making of school subjects. The first section of the book outlines the theoretical and methodological basis for the study off school subjects, and the reasons for and the possibilities of such a study are considered. In the second section some histories of school curricula are presented from a variety of settings – colonial schools in Africa, working-class schools of the nineteenth century, nursery schools – and the conflicting forces of determination and change in school subjects are identified and examined. The third section focuses on the contemporary school situation and the papers isolate and investigate some of the interest groups and social processes which enter into or affect the realization of school knowledge in the classroom.

More books from Taylor and Francis

Cover of the book Systemic Violence by
Cover of the book Strategic Behavior and the United States Unfair Trade Statutes by
Cover of the book Sociology and Social Welfare by
Cover of the book Media Studies by
Cover of the book Risk, Technology, and Moral Emotions by
Cover of the book Political Economy of the Environment by
Cover of the book The Woodwinds: Perform, Understand, Teach by
Cover of the book Apocalypticism in the Dead Sea Scrolls by
Cover of the book A Study of Brief Psychotherapy by
Cover of the book Sacred Enigmas by
Cover of the book Supernatural as Natural by
Cover of the book Analyzing Qualitative Data by
Cover of the book Writing for the Green Light by
Cover of the book Recruiting and Retaining Teachers by
Cover of the book Educating for Responsible Management by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy