Defining the curriculum : histories and ethnographies
Author(s)
Bibliographic Information
Defining the curriculum : histories and ethnographies
(Routledge library editions, . Education ; v. 17)
Routledge, 2012, c1984
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Reprint. Originally published: London ; Philadelphia : Falmer Press , 1984
Includes bibliographical references
Description and Table of Contents
Description
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 classroom.
Table of Contents
Introduction: Defining the Curriculum: Histories and Ethnographies Stephen Ball and Ivor Goodson. Part 1: Theory and Method. Making a Vice of Our Virtues: Some Notes on Theory in Ethnography and History Martyn Hammersley. Subjects for Study: Towards a Social History of Curriculum Ivor Goodson. On Explaining Change in School Subjects Barry Cooper. Part 2: Histories Curricular Topics as Institutional Categories: Implications for Theory and Research in the History & Sociology of School Subjects William A Reid. The Play House and the Sand Tray Clem Adelman. The Experience of Schooling for Working-Class Boys and Girls in Nineteenth Century England June Purvis. Imperialism, Social Control and the Colonial Curriculum in Africa Stephen J Ball. Ethnographic and Historical Method in the Study of Schooling Louis M Smith. Part 3: Ethnographies 'It's Not a Proper Subject: It's Just Newsom' Robert G Burgess. Pupil Perceptions of Subject Status Lynda Measor. The Amorphous School John Player. Teacher, Self and Curriculum Peter Woods. Seals of Approval: An Analysis of English Examinations Douglas Barnes and John Seed. Contributors. Index.
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