Knowledge has been a defining focus for the curriculum studies
field. In the early part of the 21st century convincing arguments
were mounted that knowledge needed to be 'brought back in', both to
the curriculum of schools and to the attention of curriculum
researchers. This book is a result of these arguments, and what
some regarded as a 'crisis' in curriculum study related to the
growing emphasis on international comparisons between education
systems. The book's most important contribution is to build on
seminal work in the sociology and philosophy of education in order
to develop new foundations for curriculum study, using the
importance of 'transactions' as the context for understanding
knowledge in the curriculum. The contributors build on this
importance to suggest a rapprochement in the field around the idea
of curriculum knowledge as both constructed and real. This book was
originally published as a special issue of The Curriculum Journal.
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