Curriculum and the Labor Process
The Logic of Technical Control
Bibliographic Data
| ID | 2925008 |
|---|---|
| Authors | M W Apple (0000-0001-8459-8238, corresponding author) |
| Year | 1982 |
| Issue | 5 |
| Pages | 108 |
| Publication date | 1982-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Social Text (JOURNAL) |
| Journal identifiers | ISSN: 0164-2472 • E-ISSN: 1527-1951 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/466338 |
| OpenAlex | W2324220379 |
| Language | EN |
| Citations received | 3 |
It is becoming very clear that pace of state and industrial intrusion into education is increasing.' Neither side of Atlantic has been immune to pressures to bring schools more closely into line with needs. In England Great Debate and Green Paper -both of which were part of a strategy to have governmental educational policy from elementary schools to universities correspond more closely to ideological and manpower requirements of industry-stand as remarkable statements to ability of capital in times of economic crisis to marshall its forces. In United States, where governmental policies are more highly mediated by a different articulation between state, economy, and schools, this kind of pressure exists as well. Often workings of are just as visible. Chairs of Free Enterprise devoted to economic education are being founded at universities throughout nation. Programs-such as Ryerson Plan-have been established by some of major corporations to have teachers work with corporate management during summer so that they may learn the true story of American business and . . . carry message to their students and their fellow teachers.2 The movement to teach for needs of industry has grown rapidly enough to require a clearing house, appropriately named Institute for Constructive Capitalism, established at University of Texas to make material more available.3 We should not minimize importance of such attempts at influencing teachers and students. However, by keeping our focus only on these overt efforts at bringing school policy and curriculum into closer correspondence with industrial needs and ideologies, we may neglect what is happening that may be just as powerful at level of day-to-day school practice. In essence, I want to argue that ideologies are not only global sets of interests, things imposed by one group
Curriculum · Mathematics education · Pedagogy · Political science · Process management · Programming language · Sociology · Computer Science · Education Systems and Policy · Engineering · Psychology · Artificial Intelligence
| Citations per year | 0.23 |
|---|---|
| Citation span | 2013 - 2021 (9) |
| Highly cited | No |