Abstract
The author exposes the subtext on which education and particularly curriculum making is based by focusing on the notion that the professoriate has been marginalized within curriculum planning by an educational hegemony that utilizes the sorting and classification mechanisms present in schooling to co-opt the development of educational plans.
Recommended Citation
White, W. L. (2014). Curriculum, Marginalization, and the Professoriate. Journal of Inquiry and Action in Education, 5 (3). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol5/iss3/6
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