THE POLITICS OF OFFICIAL KNOWLEDGE: Does a National Curriculum Make Sense?

References

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• Ibid 5 – 6 .
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• Ibid 2
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• Ibid
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• Stephen , Jay Gould . 1981 . The Mismeasure of Man , New York : W.W. Norton . Feminist criticisms of science are essential to this task. See, for rexample, Donna Haraway, Primate Visions. New York, Routledge (1989), Sandra Harding and Jean F. Barr, eds. Sex and Scientific Inquiry, Chicago. University of Chicago Press (1987), Nancy Tuana, ed. Feminism and Science. Bloomington, Indiana University Press, 1989) and Sandra Harding, Whose Science, Whose Knowledge?, Ithaca. Cornell University Press (1991)
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• Ibid , 46
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• Ibid ,
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• Ibid. 16 Ibid ,
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• Ibid 15
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• I put the word “minority” in inverted commas here to remind us that the vast majority of the world's population is composed of persons of colour. It would be wholly salutary for our ideas about culture and education to remember this fact
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• Apple . Teachers and Texts , and Apple, The Politics of Official Knowledge.
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• Ibid , 99 – 100 .
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• Ibid , 89
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• Ibid , 81
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• Whitty . Education, Economy and National Culture , 25
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• Ibid ,
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• Ibid . 1992 . Rethinking Schools , 6 March/April : 18 I am making a “functional” not necessarily an “intentional” explanation here. See Daniel, Liston Capitalist Schools New York, Routledge (1988). For a more extensive analysis of how such testing programs may actually work against more democratic efforts at school reform, see Linda Darling‐Hammond, “Bush's Testing Plan Undercuts School Reforms,”
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• Johnson . “A new Road to Serfdom?” 79
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• Ibid 79 – 80 .
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• 1989 . Harvard Educational Review , 59 August : 297 – 324 . Ibid p. 80. See also Elizabeth, Ellsworth “Why Doesn't This Feel Empowering?”
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• Johnson . “Ten Theses on a Monday Morning,” 319
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• Johnson . “A New Road to Serfdom?,” 51 See also Susan Rose, Keeping Them Out of the Hands of Satan. New York, Routledge (1988)
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• Ibid
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• Michael , Omi and Howard , Winant . 1986 . Racial Formation in the United States , New York : Routledge . For a more complete analysis of racial subtexts in our policies and practices, see
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• Apple , Michael W. in press . “Creating the Captive, Audience” . International Studies in the Sociology of Education ,
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• Ibid 64
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• Ibid 87
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• Ibid
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• Apple , Michael W. and Susan , Jungck . Summer 1990 . “You Don't Have to be a Teacher to Teach This Unit,” . American Educational Research Journal , 27 : 227 – 251 . Compare this to the United States experience in
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• Green . “The Peculiarities of English Education,” 30 For further discussion of the ideological, social, and economic effects of such “choice” plans see Stan Karp, “Massachusetts ‘Choice’ Plan Undercuts Poor Districts,” Rethinking Schools, 6 (March/April 1992), p.4 and Robert Lowe, “The Illusion of ‘Choice’,” Rethinking Schools, 6 (March/April (1992), pp.1, 21‐23
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• Green . “The Peculiarities of English Education,” 22 Geoff Whitty, personal correspondence. Andy Green, in the English context, argues as well that there are merits in having a broadly defined national curriculum, but goes on to say that this makes it even more essential that individual schools have a serious degree of control over its implementation, “not least so that it provides a check against the use of education by the state as a means of promoting a particular ideology.” See
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• Apple . Ideology and Curriculum , xiii – xiv .
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• Ibid 37 – 38 .
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• Whitty . Education, Economy and National Culture 22
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• Kozol . Savage Inequalities , See the discussion in
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