Offering a range of studies on the intersections of curriculum
politics, policy, and/or practice, this book addresses the
following questions: Who decides what is taught in K-12 schools? On
what basis? What actually happens in classroom practice? What do
students have opportunities to learn? Who benefits from these
decisions and practices? It includes case studies that span school
levels, subject areas, and national boundaries, thus enriching the
possibilities for cross-case analysis, interpretation, and insight.
Curriculum dynamics are revealed in cases ranging from the macro
-- as in the case from South Africa -- to the micro -- as in the
case of U.S. special education placement. Instances of curriculum
politics, policy, and/or practice are brought to life and situated
in their contemporary and historical contexts with particular
attention to questions of knowledge control and distribution of
State University of New York Press
|Country of origin:
||SUNY series, Innovations in Curriculum
||241 x 159mm (L x W)
Social sciences >
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