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					<div class="h2"><span class="caps">The Curriculum</span></div>
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							<p><span class="caps">Edited by Landon E. Beyer and Michael W. Apple</span></p>
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							<p>Albany: State University of New York Press, 1998. 417 pp. $19.95</p>
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							This collection of nineteen essays is aimed at sparking inquiry among educators and others interested in why schools teach what they teach. It seeks not to answer the many questions educators might have about curriculum, but to add to those questions by raising ethical and political issues that are often overlooked. The volume also seeks, as Beyer and Apple note, to help educators &ldquo;think about education relationally&rdquo; (p. 4) &mdash; that is, in terms of the institutional, political, and ethical contexts in which curriculum decisions are made.<br />
<br />
To accomplish this task, Beyer and Apple have divided the book into six sections based on what they term &ldquo;perennial issues&rdquo; (p. 4) in curriculum. The first section, entitled &ldquo;Curriculum: Its Past and Present,&rdquo; deals with the historical view of the problems and politics of curriculum. In &ldquo;An Effort to Reconstruct the American Curriculum,&rdquo; Herbert Kliebard notes that the American curriculum is &ldquo;an assemblage of competing doctrines and practices&rdquo; (p. 21), an idea that is developed throughout the rest of the book. An essay by Kenneth Teitelbaum, &ldquo;Contestation and Curriculum: The Efforts of American Socialists, 1900&ndash;1920,&rdquo; illustrates this idea by examining American socialism&rsquo;s struggle to challenge mainstream school curriculum.<br />
<br />
Beyer and Apple weave the concept of curriculum as a site of conflict and competition throughout the book as various authors examine the practical, political, and theoretical aspects of curriculum. The second section, &ldquo;Curriculum and Planning,&rdquo; includes George Posner&rsquo;s examination of disparate curriculum models from Tyler to Freire. The next section, &ldquo;Curriculum and Knowledge Selection,&rdquo; examines the forces at work in selecting which knowledge schools will teach and includes George Woods&rsquo;s essay, &ldquo;Democracy and the Curriculum.&rdquo; Woods argues that curriculum decisions are the result of political debates over &ldquo;the way the world should be&rdquo; (p. 177), and argues that these decisions reflect the visions of a small segment of society. He advocates creation of a &ldquo;curriculum for democratic empowerment&rdquo; (p. 186) that includes more people in the curriculum decisionmaking process.<br />
<br />
The fourth section, &ldquo;Curriculum and Teachers&rsquo; Work,&rdquo; explores the ways in which societal and political changes affect what teachers do in their classrooms. In the next section, &ldquo;Curriculum and Technology,&rdquo; the editors focus readers&rsquo; attention on the curriculum debate about the role, value, and meaning of technology in education. The final section, &ldquo;Curriculum and Evaluation,&rdquo; maintains the book&rsquo;s emphasis on the competing ideas in curriculum by exploring various &ldquo;possibilities of evaluation&rdquo; (p. 15) in essays by George Willis, Helen Simons, Landon Beyer, and Jo Anne Pagano.<br />
<br />
This collection of new and revised materials reminds its readers that curriculum is not simply a question of how and what we teach; it is also a question of why we teach what we teach. Beyer and Apple&rsquo;s<em> The Curriculum: Problems, Politics, and Possibilities</em> also reminds readers that there are many ongoing problems, a tangle of politics, and various possible answers to these important questions.<br />
<br />
J.P.S.
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	<span>
		<a href="/her/issue/48" id="issue_link_48" class="issue_label">
			Spring 1999
			Issue
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	<h2>
		Abstracts
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							Opportunities and Obstacles in the Competency-Based Training of Primary Teachers in England
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					<span class="caps">Denis Hayes</span>
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							Good Readers, Good Teachers?:
						</span>
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					<br/>
					<div id="article_subtitle_164" class="subtitle">
						Subject Matter Expertise as a Challenge in Learning to Teach
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					<span class="caps">Diane Holt-Reynolds</span>
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							Further Comment - Hollow Theory: A Reply to Rajagopalan
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					<span class="caps">Gary Thomas</span>
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							Essay Review - Questioning Core Assumptions: A Critical Reading of and Response to E. D. Hirsch’s The Schools We Need and Why We Don’t Have Them
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					<span class="caps">Kristen L. Buras</span>
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			Book Notes
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				<p id="booknote_162">
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						<a href="/her/booknote/162" id="booknote_link_162">
							Critical Education in the New Information Age
						</a>
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					<br />
					<span class="author">
						<span class="caps">
							By Manuel Castells, Ramón Flecha, Paulo Freire, Henry A. Giroux, Donaldo Macedo, and Paul Willis
						</span>
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				</p>
			
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						<a href="/her/booknote/163" id="booknote_link_163">
							Whose Judgment Counts?
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						<span class="caps">
							By Evangeline Harris Stefanakis
						</span>
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						<a href="/her/booknote/164" id="booknote_link_164">
							Good Education
						</a>
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					<br />
					<span class="author">
						<span class="caps">
							By Ivor A. Pritchard
						</span>
					</span>
				</p>
			
				<p id="booknote_165">
					<span class="georgia_large">
						<a href="/her/booknote/165" id="booknote_link_165">
							The Curriculum
						</a>
					</span>
					<br />
					<span class="author">
						<span class="caps">
							Edited by Landon E. Beyer and Michael W. Apple
						</span>
					</span>
				</p>
			
				<p id="booknote_166">
					<span class="georgia_large">
						<a href="/her/booknote/166" id="booknote_link_166">
							And There Were Giants in the Land
						</a>
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					<br />
					<span class="author">
						<span class="caps">
							By John A. Beineke
						</span>
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