Defining the curriculum : histories and ethnographies / / edited by Ivor F. Goodson and Stephen J. Ball

• Record Nr.: UNINA9910806295903321
• Pubbl/distr/stampa: Abingdon, Oxon ; ; New York : , : Routledge, , 2012
• ISBN: 1-136-71666-1; 1-280-68791-6; 9786613664853; 1-136-71667-X; 0-203-81566-1
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (321 p.)
• Collana: Routledge library editions: education ; ; 17
• Altri autori (Persone): BallStephen J; GoodsonIvor
• Disciplina: 375; 375.001
• Soggetti: Curriculum planning - History; Education - Curricula - Social aspects; Educational anthropology
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Originally published: London : Falmer Press, 1984.
• Nota di bibliografia: Includes bibliographies and indexes.
• Nota di contenuto: DEFINING THE CURRICULUM Histories and Ethnographies; Copyright; DEFINING THE CURRICULUM Histories and Ethnographies; Original Copyright; Contents; Acknowledgements; Introduction: Defining the Curriculum; Histories and Ethnographies; Part one: Theory and Method; Making a Vice of Our Virtues: Some Notes on Theory in Ethnography and History; Subjects for Study: Towards a Social History of Curriculum; On Explaining Change in School Subjects; Part two: Histories; Curricular Topics As Institutional Categories: Implications for Theory and Research in the History and Sociology of School Subjects; The Play House and the Sand TrayThe Experience of Schooling for Working-Class Boys and Girls in Nineteenth Century England; Imperialism, Social Control and the Colonial Curriculum in Africa; Ethnographic and Historical Method in the Study of Schooling; Part three: Ethnographies; It's Not a Proper Subject: It's Just Newsom'; Pupil Perceptions of Subject Status; The Amorphous School; Teacher, Self and ; Curriculum; Seals of Approval: An Analysis of English Examinations; Author Index
• Sommario/riassunto: This book explores some of the major processes involved in the definition of school subject knowledge. Using historical ethnographic methods, the contributors to the collection highlight and examine some of the factors involved at national, institutional and classroom levels in the making of school subjects. The first section of the book outlines the theoretical and methodological basis for the study off school subjects, and the reasons for and the possibilities of such a study are considered. In the second section some histories of school curricula are presented from a variety of settings