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By João M. Paraskeva

This publication demanding situations educators to be brokers of swap, to take background into their very own arms, and to make social justice important to the academic recreation. Paraskeva embraces a pedagogy of desire championed by means of Paulo Freire the place humans develop into aware of their skill to intrude on the earth to make it much less discriminatory and extra humane.

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20) of public indifference and obstacles to educational progress; they merely constituted “the symptoms of a much more deeply hidden disease which permits all sorts of havoc to be played with the schools” (p. 20). The nation needed a professional teacher-training program because the “incompetence and Th e St rug g l e O v e r K now l e d g e C on t rol 39 negligence” (Rice, 1969, p. 15) that permeated the teaching profession at the time was malignant. According to Rice (1969), a school subjected to unscientific or mechanical management meant that it assumed as its principal function the practice of “crowding into the memory of the child a certain number of cut-and-dried facts—that is, that the school exists simply for the purpose of giving the child a certain amount of information” (p.

The effort to understand curriculum as a political text shifted from an exclusive focus upon reproduction of the status quo to resistance to it, then again, to resistance/reproduction as a dialectical process, then again—in the mid-1980’s—to a focus upon daily educational practice, especially, pedagogical and political issues of race, class, and gender. The major players in this effort continued to be Apple and Giroux, Apple through high voluminous scholarship and that of his many students, and Giroux through his prodigious scholarly production.

10) Despite his influence, Eliot (1905a) ended up having to concede and compromise, especially in terms of substantive strategic options, such as the system of electives in which he staunchly believed. In this regard, 30 C on f l ic t s i n C u r r ic u l u m Th e or y Eliot “had to settle for a choice of four different courses of study in the high school rather than the system of electives” (Kliebard, 1995, p. 10). According to Eliot, the great objective was much deeper than uniformity of programs for the students.

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