CURRICULUM REFORM AND THE LEGITIMATION OF EDUCATIONAL-OBJECTIVES - THE CASE OF THE FEDERAL-REPUBLIC-OF-GERMANY

被引：20
|
作者：
WEILER, HN
机构：
[1] School of Education, Stanford University, Stanford
来源：
OXFORD REVIEW OF EDUCATION | 1990年 / 16卷 / 01期
关键词：
D O I：
10.1080/0305498900160102
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Taking the political and scholarly debates about curriculum reform in the Federal Republic of Germany as a case in point, the article develops the notion of ‘compensatory legitimation’ as a theoretical construct for better understanding the political dynamics of making and implementing educational policy under conditions of conflict. Among various strategies of compensatory legitimation, special attention is given to the recourse to legal and constitutional norms, the utilisation of expertise, and the invocation of the discourse of participation. © 1990, Taylor & Francis Group, LLC. All rights reserved.
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页码：15 / 27
页数：13
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