Melbourne Studies In Education: 1977, 1978, 1979, 1980
Condition: SECONDHAND
This is a secondhand book. The jacket image is a photograph of the exact copy we have in stock. This image shows the condition of this book. Further condition remarks are below.
Condition remarks:
Book: Good
Jacket: Worn/faded, no tears
Pages: Good
Few academic series capture the intellectual vitality of a nation's educational thought as vividly as Melbourne Studies in Education, an annual anthology that brought together the most rigorous and provocative scholarly voices in Australian education across four consecutive volumes from 1977 to 1980. Edited by the formidable Stephen Murray-Smith — historian, cultural critic, and one of Australia's most distinguished public intellectuals — each volume presents a curated collection of essays addressing the pressing pedagogical debates, policy challenges, and theoretical currents of the late 1970s, from curriculum reform and teacher training to the politics of literacy and the philosophy of schooling. Murray-Smith's editorial vision lends the series a rare coherence, threading together diverse academic perspectives into a sustained, critical conversation about what education means in an Australian context. These volumes stand as an invaluable primary record of educational thought during a transformative decade, reflecting the tensions between progressive reform and institutional tradition that defined the era. Scholars of Australian history, education policy, and cultural studies will find this four-volume set an indispensable archive — and a timely reminder that the great debates of the classroom have never been merely academic.
Author: Stephen Murray-Smith
Format: Hardback
Published: 1977, Melbourne University Press
Genre: Education theory
Condition remarks:
Book: Good
Jacket: Worn/faded, no tears
Pages: Good
Few academic series capture the intellectual vitality of a nation's educational thought as vividly as Melbourne Studies in Education, an annual anthology that brought together the most rigorous and provocative scholarly voices in Australian education across four consecutive volumes from 1977 to 1980. Edited by the formidable Stephen Murray-Smith — historian, cultural critic, and one of Australia's most distinguished public intellectuals — each volume presents a curated collection of essays addressing the pressing pedagogical debates, policy challenges, and theoretical currents of the late 1970s, from curriculum reform and teacher training to the politics of literacy and the philosophy of schooling. Murray-Smith's editorial vision lends the series a rare coherence, threading together diverse academic perspectives into a sustained, critical conversation about what education means in an Australian context. These volumes stand as an invaluable primary record of educational thought during a transformative decade, reflecting the tensions between progressive reform and institutional tradition that defined the era. Scholars of Australian history, education policy, and cultural studies will find this four-volume set an indispensable archive — and a timely reminder that the great debates of the classroom have never been merely academic.