In this book Peter Menck explores a set of fundamental problems in what we Americans would call curriculum theory, but his discussion is different from anything that has been written within curriculum theory in what he looks at, and how he uses what he sees. And while he draws heavily in some places on English-language educational research, the framing and substance of the arguments he develops are different from our patterns of argument, and totally embedded in the German tradition. It is this heritage that makes his questions, and his arguments, so unlike anything in English-language curriculum theory. But it is just this »German perspective« which also makes the essays in this book so rewarding to non-Germans: a new world of questions about classrooms, textbooks, and the history of schooling is opened up in compelling ways to enrich our understanding of the questions around English-language curriculum and pedagogical theorizing and research.
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Last update 22.April 2001 Peter Menck