Skip to main content

Class, race and gender and the construction of postsecondary curricula in the United States: social movement, professionalization and political economic theories of curricular change

Buy Article:

$47.50 plus tax (Refund Policy)

In this paper I briefly consider what I see as the standard conceptions of curricular formation in us post-secondary education: demographic faculty and institutional responses to changes in student populations ; faculty as professional and scholarly actors who shape curricula according to the logic of their fields or disciplines; faculty and institutions responding to broad technological and economic changes. I suggest variations in these standard interpretations that attend to social movements, class structures and political and economic forces. When I use social movement theory, draw on Foucault and give special attention to professorial pleasures of analysis`. When I examine the political economy of higher education, I draw on the rich literature that addresses funding patterns and power structures in business and industry, and us government mission agencies with an interest in higher education. I point out how these theories might provide us with a more complete understanding of curricular formation in post-secondary education.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Publication date: 1997-01-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more