Beschrijving
This book reasserts the importance for a strong view of knowledge for a robust sociology of knowledge, for analyzing and formulating curricula and for a relevant approach to education policy.
Reclaiming Knowledge asserts the necessity of a strong view of knowledge for a robust sociology of knowledge, for both researching the curriculum and developing policy. Divided into four sections or investigations, the central question underlying this book is how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?
