This book reappraises the British and American experience in
curriculum studies, the curious way in which it has been dominated
by certain ideas and introduces the reader to alternative ways of
perceiving, defining and approaching its problems. It provides a
radical critique of the whole area, presenting both Marxist and
phenomenological perspectives on the current dilemmas that teachers
face. The book argues that in order to understand the problems
teachers face in coping with the curriculum, we must look at the
situation from the point of view of the individual rather than
prescribing a norm for all teachers. The dynamic relationship
between the individual and the collective and the teacher and the
state is one of the fundamental issues in solving the present
problems in curriculum studies. The book focuses on this central
problem and suggests a variety of ways in which new solutions may
be found.
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