The pedagogic paradox (or why no didactics in England?)
Pedagogy Culture and Society1999Vol. 7(1), pp. 135–152
Citations Over TimeTop 10% of 1999 papers
Abstract
Abstract This article has been written for two purposes. First, it explores a paradox: that recent Anglo-American usage of ‘pedagogy’ mirrors the mainland European use of ‘didactic’. Secondly, it is a comment on the current status of curriculum studies. In particular, it relates curriculum analysis to the fields of didactic and pedagogic analysis.
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