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Literacy, Textbooks and Ideology: Postwar Literacy Instruction and the Mythology of Dick and Jane


reviewed by Michael W. Apple - 1989

coverTitle: Literacy, Textbooks and Ideology: Postwar Literacy Instruction and the Mythology of Dick and Jane
Author(s): Allan Luke
Publisher: John Wiley, New York
ISBN: 185000319X, Pages: , Year:
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In part because of the social protests of African Americans, women, and others and the growth of socially critical curriculum scholarship, it has become more and more difficult to see the knowledge that is taught in schools—and the process by which it gets there—as necessarily neutral. The selection of knowledge is exactly that, a selection from a much wider universe of possible “thats,” “hows,” and “tos.” As recognition of how the curriculum is part of a selective tradition has increased, so too has our sophistication in understanding the politics of school knowledge. A new vocabulary has entered the lexicon of the curriculum field and of educational scholarship in general. Ideology, hegemony, selective tradition, cultural production and reproduction—words that seemed so odd in the overly-psychologized vocabulary of curriculum research a generation ago—have now taken root as a new generation of scholars and politically active curriculum developers and teachers seeks to understand... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 91 Number 1, 1989, p. 127-130
https://www.tcrecord.org ID Number: 447, Date Accessed: 8/10/2020 12:42:46 AM

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