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Author: Thomas S. Popkewitz Publisher: Routledge ISBN: 0429844883 Category : Education Languages : en Pages : 437
Book Description
Originally published in 1987. This volume focuses upon the emergence of the subject-matter of the American school. This provides entrance to looking at the interplay between social, cultural, economic and professional interests that give form to contemporary school practices. The historical detail enables understanding of how school knowledge is shaped and fashioned by issues of structural continuity and social transformation. This selection of chapters looks at how practices have been shaped by the struggles to define the American school curriculum in different subjects. The authors bring out how particular social values are made into ideologies; and examine the past to enable consideration of the possibilities for further development.
Author: Thomas S. Popkewitz Publisher: Routledge ISBN: 0429844883 Category : Education Languages : en Pages : 437
Book Description
Originally published in 1987. This volume focuses upon the emergence of the subject-matter of the American school. This provides entrance to looking at the interplay between social, cultural, economic and professional interests that give form to contemporary school practices. The historical detail enables understanding of how school knowledge is shaped and fashioned by issues of structural continuity and social transformation. This selection of chapters looks at how practices have been shaped by the struggles to define the American school curriculum in different subjects. The authors bring out how particular social values are made into ideologies; and examine the past to enable consideration of the possibilities for further development.
Author: Ivor F. Goodson Publisher: Routledge ISBN: 1135722412 Category : Education Languages : en Pages : 264
Book Description
The process of curriculum development is highly practical, as Goodson shows in this enlarged anniversary third edition of his seminal work. The position of subjects and their development within the curriculum is illustrated by looking at how school subjects, in particular, geography and biology, gained academic and intellectual respectability within the whole curriculum during the late 1960s and early 1970s. He highlights how subjects owe their formation and accreditation to competing status and their power to compete in the provision of 'worthwhile' knowledge and considers subjects as continually changing sub-groups of information. Such subjects from the framework of the society in which individuals live and over which they have influence. This volume questions the basis on which subject disciplines are developed and formulates new possibilities for curriculum development and reform in a post-modrnist age.
Author: Ivor F. Goodson Publisher: Routledge ISBN: 1135715769 Category : Education Languages : en Pages : 352
Book Description
School subjects and how they are viewed and positioned within education is the focus of this text. It argues that, as part of rethinking the whole school curriculum, there has been a failure to look at the historical and social background of school subjects.
Author: Alka Sehgal Cuthbert Publisher: UCL Press ISBN: 1787358747 Category : Education Languages : en Pages : 284
Book Description
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.
Author: Allan Luke Publisher: Routledge ISBN: 0415803195 Category : Education Languages : en Pages : 182
Book Description
Advancing a unified, principled approach that aims for high quality/high equity educational outcomes, this book offers clear, realistic guidelines for the tasks of writing curriculum documents and designing official syllabi and professional development programs at system and school levels.
Author: K. Korostelina Publisher: Springer ISBN: 1137374764 Category : Education Languages : en Pages : 380
Book Description
In order to determine how history education can be harnessed to reduce conflict attitudes and intentions and create a culture of peace, this book examines how history curricula and textbooks shape the identities of their students through their portrayals of ingroup and outgroup identity, intergroup boundaries, and value systems.
Author: Thomas S. Popkewitz
Author: Thomas S. Popkewitz
Author: T. S. Popkewitz
Author: Ivor F. Goodson
Author: Ivor F. Goodson
Author: Alka Sehgal Cuthbert 
Author: University of Michigan. School of Education
Author: Minnesota. Dept. of Education
Author: Allan Luke
Author: Minnesota. Department of Education
Author: K. Korostelina