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
|Country of origin:
||Routledge Library Editions: Education
Ivor F. Goodson
• Stephen J Ball
||Electronic book text
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