- We will send in 10–14 business days.
/images/books/5802830/9781138814912.jpg)
- Author: Michael Young
- Publisher: Routledge
- ISBN-10: 1138814911
- ISBN-13: 9781138814912
- Format: 15.8 x 23.4 x 2 cm, kieti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
Reviews
Description
This book presents a new way for educators at all levels - from early years to university - to think about curriculum priorities. It focuses on the curriculum as a form of specialised knowledge, optimally designed to enable students to gain access to the best knowledge available in any field.
Papers jointly written by the authors over the last eight years are revised for this volume. It draws on the sociology of knowledge and in particular the work of Emile Durkheim and Basil Bernstein, opening up the possibilities for collaborative inter-disciplinary enquiry with historians, philosophers and psychologists. Although primarily directed to researchers, university teachers and graduate students, its arguments about specialised knowledge have profound implications for policy makers.
EXTRA 10 % discount with code: EXTRA
The promotion ends in 21d.20:34:52
The discount code is valid when purchasing from 10 €. Discounts do not stack.
- Author: Michael Young
- Publisher: Routledge
- ISBN-10: 1138814911
- ISBN-13: 9781138814912
- Format: 15.8 x 23.4 x 2 cm, kieti viršeliai
- Language: English English
This book presents a new way for educators at all levels - from early years to university - to think about curriculum priorities. It focuses on the curriculum as a form of specialised knowledge, optimally designed to enable students to gain access to the best knowledge available in any field.
Papers jointly written by the authors over the last eight years are revised for this volume. It draws on the sociology of knowledge and in particular the work of Emile Durkheim and Basil Bernstein, opening up the possibilities for collaborative inter-disciplinary enquiry with historians, philosophers and psychologists. Although primarily directed to researchers, university teachers and graduate students, its arguments about specialised knowledge have profound implications for policy makers.
Reviews