This book presents a new way for educators at all levels - from
early years to university - to think about curriculum priorities.
It focuses on the curriculum as a form of specialised knowledge,
optimally designed to enable students to gain access to the best
knowledge available in any field. Papers jointly written by the
authors over the last eight years are revised for this volume. It
draws on the sociology of knowledge and in particular the work of
Emile Durkheim and Basil Bernstein, opening up the possibilities
for collaborative inter-disciplinary enquiry with historians,
philosophers and psychologists. Although primarily directed to
researchers, university teachers and graduate students, its
arguments about specialised knowledge have profound implications
for policy makers.
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