Abstract
Most recent school restructuring initiatives have combined a series of features. They have adopted a posture of ‘optimistic newness’: an amnesia which focuses on the spontaneous creation of solutions, of new ‘change forces’. Above all, they have shown an almost willful disregard for previous change efforts and of the embedded contexts and frames of schooling which are historically sedimented.
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© 2007 Springer
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Goodson, I. (2007). Socio-historical Processes of Curriculum Change. In: Benavot, A., Braslavsky, C., Truong, N. (eds) School Knowledge in Comparative and Historical Perspective. CERC Studies in Comparative Education, vol 18. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5736-6_13
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DOI: https://doi.org/10.1007/978-1-4020-5736-6_13
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-5735-9
Online ISBN: 978-1-4020-5736-6
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