The rise of a radical 'new' sociology of education during the early
1970s focused attention on the nature of school knowledge. Although
this new approach was set to revolutionize the subject, within a
few years, many people considered these developments an eccentric
interlude, with little relevance to curriculum theory or practice.
First published in 1985, this book offers a more positive view of
the new sociology of education and its contribution to our
understanding of the curriculum. In doing so, it argues that some
of the radical promise of the new sociology of education could be
realised, but only if sociologists, teachers and political
movements of the left work more closely together
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