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:

$53.17 plus tax (Refund Policy)

Abstract:

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.

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/002202797184170

Publication date: January 1, 1997

More about this publication?

Access Key

Free Content
Free content
New Content
New content
Open Access Content
Open access content
Partial Open Access Content
Partial Open access content
Subscribed Content
Subscribed content
Free Trial Content
Free trial content
Cookie Policy
X
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