Contemporary Studies In The Curriculum
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: No dust jacket
Pages: Good
Condition remarks: Condition as shown in image
At the intersection of theory and classroom practice, Contemporary Studies in the Curriculum presents a rigorous and wide-ranging collection of scholarly essays that interrogates the very foundations of educational curriculum design. Edited by P.W. Musgrave, this anthology assembles leading educational thinkers to examine how curriculum is constructed, contested, and implemented across diverse schooling contexts, arguing that what is taught in schools is never a neutral act but a deeply political and cultural one. The collection situates curriculum studies within the broader sociological and philosophical debates of its era, illustrating how forces of power, ideology, and social reproduction shape the knowledge made available to students. Musgrave's editorial hand brings coherence to a rich and varied set of perspectives, making this volume an indispensable resource for teacher educators, academics, and policy-makers alike. For anyone who wishes to understand not just what schools teach, but *why*, this landmark text poses questions that remain urgently unresolved.
Author: P.W. Musgrave
Format: Paperback
Genre: Education theory
Condition remarks:
Book: Good
Jacket: No dust jacket
Pages: Good
Condition remarks: Condition as shown in image
At the intersection of theory and classroom practice, Contemporary Studies in the Curriculum presents a rigorous and wide-ranging collection of scholarly essays that interrogates the very foundations of educational curriculum design. Edited by P.W. Musgrave, this anthology assembles leading educational thinkers to examine how curriculum is constructed, contested, and implemented across diverse schooling contexts, arguing that what is taught in schools is never a neutral act but a deeply political and cultural one. The collection situates curriculum studies within the broader sociological and philosophical debates of its era, illustrating how forces of power, ideology, and social reproduction shape the knowledge made available to students. Musgrave's editorial hand brings coherence to a rich and varied set of perspectives, making this volume an indispensable resource for teacher educators, academics, and policy-makers alike. For anyone who wishes to understand not just what schools teach, but *why*, this landmark text poses questions that remain urgently unresolved.