Democratic Education as a Curricular Problem (Record no. 745)

MARC details
000 -LEADER
fixed length control field 01401 a2200313 4500
001 - CONTROL NUMBER
control field 1138286761
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20250317100357.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 250312042016GB 6 eng
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9781138286764
037 ## - SOURCE OF ACQUISITION
Source of stock number/acquisition Taylor & Francis
Terms of availability GBP 37.99
Form of issue BB
040 ## - CATALOGING SOURCE
Original cataloging agency 01
041 ## - LANGUAGE CODE
Language code of text/sound track or separate title eng
072 7# - SUBJECT CATEGORY CODE
Subject category code JNU
Source thema
072 7# - SUBJECT CATEGORY CODE
Subject category code JNAM
Source thema
072 7# - SUBJECT CATEGORY CODE
Subject category code JNF
Source thema
072 7# - SUBJECT CATEGORY CODE
Subject category code JNU
Source bic
072 7# - SUBJECT CATEGORY CODE
Subject category code JNAM
Source bic
072 7# - SUBJECT CATEGORY CODE
Subject category code JNF
Source bic
072 7# - SUBJECT CATEGORY CODE
Subject category code EDU000000
Source bisac
072 7# - SUBJECT CATEGORY CODE
Subject category code EDU040000
Source bisac
072 7# - SUBJECT CATEGORY CODE
Subject category code EDU007000
Source bisac
072 7# - SUBJECT CATEGORY CODE
Subject category code 982
Source bisac
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Daniel Friedrich
245 10 - TITLE STATEMENT
Title Democratic Education as a Curricular Problem
Remainder of title Historical Consciousness and the Moralizing Limits of the Present
250 ## - EDITION STATEMENT
Edition statement 1
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Oxford
Name of publisher, distributor, etc. Routledge
Date of publication, distribution, etc. 20161118
300 ## - PHYSICAL DESCRIPTION
Extent 168 p
520 ## - SUMMARY, ETC.
Expansion of summary note By repositioning democratic education not as something that can be achieved by following a certain, proven process, but as an inherently paradoxical enterprise in its dealings with the tension between schooling as the intentional production of citizens and the uncertainties of democracy, an alternative way of reading the curriculum emerges. This book aims not at arriving at the right combination of theory, policy and praxis that will provide the democratic utopia, but at historicizing the discourses that have shaped the ways in which we think and act in the field of education.

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