First published in 1978, this book looks at the 'curriculum crisis'
of the 1970s, examining the effect it has had for Curriculum
Studies and curriculum policy making. It focuses on a time when
long-established structures and procedures were challenged and
schools were accused of having lost touch with the wants and needs
of communities. The author argues that the curriculum should become
part of community interest and be led by this, rather than by
professionals and initiates. Indeed, he feels that the curriculum
must have an identity which avoids alliances with technocrats,
bureaucrats or ideologues, but yet has a positive philosophy and a
commitment to good values.
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