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One of the educationist's major concerns today is to find effective
ways of translating new goals for the curriculum into classroom
practices. American and British contributions analyse curriculum
change as it actually occurs, with people, institutions and
constraints of time and money acknowledged and accepted as a
necessary and rightful part of the whole process. Detailed accounts
are given of curriculum change in a wide variety of settings:
American and English school systems, a college of education, an art
curriculum project, Scottish classrooms. Analytic perspectives are
employed that help to clarify the underlying forces at work. The
contributors probe the adequacy of current theorizing about
curriculum development, and suggest new ways of thinking about the
problems involved in bringing about change.
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.
One of the educationist s major concerns today is to find
effective ways of translating new goals for the curriculum into
classroom practices. American and British contributions analyse
curriculum change as it actually occurs, with people, institutions
and constraints of time and money acknowledged and accepted as a
necessary and rightful part of the whole process. Detailed accounts
are given of curriculum change in a wide variety of settings:
American and English school systems, a college of education, an art
curriculum project, Scottish classrooms. Analytic perspectives are
employed that help to clarify the underlying forces at work. The
contributors probe the adequacy of current theorizing about
curriculum development, and suggest new ways of thinking about the
problems involved in bringing about change.
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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