Abstract
Curriculum has been conceptualised in many ways. In Understanding Curriculum (Pinar, Reynolds, Slattery, & Taubman, 1995) it is analysed as historical, political, racial, gender, phenomenological, post-modern, biographical, aesthetic, theological, institutionalised, and international text. While each of these adds to an understanding of curriculum, for an educational authority the curriculum is a policy document, and for teachers it is simply an outline of some form, that frames “all planned activity for the classroom”, whether it be at school or part of technical education.
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Baker, R., Begg, A. (2003). Change in the School Curriculum: Looking to the Future. In: Keeves, J.P., et al. International Handbook of Educational Research in the Asia-Pacific Region. Springer International Handbooks of Education, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-3368-7_37
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DOI: https://doi.org/10.1007/978-94-017-3368-7_37
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