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Book Reviews Australian Journal of Teacher Education Volume 18 Issue 1 Article 5 1993 Book reviews John R. Godfrey Edith Cowan University Barry Down Edith Cowan University Edmund Z. Mazibuko University of Swaziland Russell Waugh Edith Cowan University John Woods Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/ajte Part of the Education Commons Recommended Citation Godfrey, J. R., Down, B., Mazibuko, E. Z., Waugh, R., & Woods, J. (1993). Book reviews. Australian Journal of Teacher Education, 18(1). http://dx.doi.org/10.14221/ajte.1993v18n1.5 This Book Review is posted at Research Online. https://ro.ecu.edu.au/ajte/vol18/iss1/5 AIIstrnlil711 TOllmal a/Teacher Edllcatioll AIIstrnlil711 To 11 1'11171 ojTcac/lcr Edllcatioll not impossible to discuss curriculum issues in a Leon, A.(1985). The History of Education TOday. BOOK REVUES meaningful way without looking at them in a Paris: UNESCO. social, cultural and historical context. Marsden, W. (1979). Historical approaches to curriculum study. In History of ~duc.ation SOciety, CONCLUSION Curriculum Dcc'clopmcnt - An Historical Appraisal: Conference Papcrs, December 1978. London: Taylor An attempt has been made in this paper to outline and Francis. the major areas of study in the history of curriculum appropriate especially for students Musgrave, P.w. (1992). From Humanity to Utility: University effectively limited any 'attempt to Marwick, A. (1971). The Nature of History. London: Melbolll'1le Unipersity and Public Examinations 1856- establish alternate parameters of a worthwhile involved in post-graduate programmes like the The Macmillan Press Ltd. M.Ed. It has been argued that there are four 1964. Hawthorn: ACER. 340 pages. education. major areas of study, namely, a general study of Midwinter, E. (1970). Ninctee1ltiz This book examines the manner in which the Chapter three traces some of the early pressures the basic issues in the history of curriculum in Educatio1l. London: Longman. one's own State, a basic course in the nature and University of Melbourne "created, lIIai1ltained and to reform the public examination system. Under controlled the system of pllblic ('xaminations" (1992, the influence of broader economic, political and methodology of history with particular reference Peters, R.S. The philosophy of education. In J.W. to the history of curriculum, a study of the p.5) in Victoria from 1856 to 1964. Musgrave's social changes pressure to broaden the range of Tibble, (1969), Tile Study [~f Education. London: major contention is that the debate over public examination courses mounted. Melbourne historical dimension of a selection of current Routledge and Keegan Pau!' curriculum issues, and a consideration of a examinations reflected a broader ideological University came under increasing pressure to variety of case studies as resources for suggestion struggle between the humanitarian and utilitarian offer a curriculum more relevant to the Rogers, P.J. (1984) Why teach history? In A.I<. traditions of education. He emphasises the role of contemporary world. Thus in the 1890s and creativity latent in the thoughts and practices Dickinson. Lea1'1ling History. London: Hememann. of other times and other lands. It is to be hoped public opinion in influencing the education utilitarianism became increasingly influential as system to respond to the realities of changing the industrial and commercial bourgeoisie that the major issues which have been raised will K. Rutschky, (1983). Erziehungszeugen. Zeitschrift economic and political circumstances. In the demanded courses in engineering, agriculture, provide food for thought and discussion amongst fur Padagogik, August, 499-517. those who are responsible for constructing process, he accentuates the hegemonic influence forestry and the sciences. of the university's examinations on the whole courses in curriculum studies and provide Seddon, T. (1989). Curriculum history: a map directions for those with particular responsibility ed uca tion system of Victoria. Chapter four charts the move toward 'adaptation key issues. CurriClllulll Perspectipes, 9,4, \.JL.tlJ'.'"'' for the history of curriculum within such course and modernity' in the period 1905 to 1916. In the 1989. The book operates at three distinct levels. It sets first decade of the twentieth century Federation, out to explain the relationship between social industrial growth, economic prosperity and social REFERENCES Simon, B. (1969). The history of education. In J.W. structure and human agency. As a consequence, mobility created a mood of optimism in Australia. Tibble (ed), The Study of Education. London: Musgrave devotes considerable space to the After Federation there was a general consensus Broudy, H.S. (1967). Philosophy of Education: An Routledge and Keegan Pau!' historical, economic and political context of the between the ruling elite and working class about Olgl7llisatio1l of Topics and Selected Sources. Chicago: public examination debate. Within these broader the desirability of social peace. In this context University of Illinois Press. Stanley, W,O. (1968). The social founda . constraints, he explains the manner in which schools adapted their curriculum to the modern subjects in the professional education of teachers. various interest groups struggled to control the era and moved in an utilitarian direction. At this Charlton, K. (1968). The contribution of history to Educational Theory, 18,3,224-36. nature, content and process of education. Finally, moment the Education Department started to the study of the curriculum. In J.P. Kerr, Changing at the school level, he examines the implications mediate in the debate over the role of secondary the CurricululII. London: University of London Sutherland, B. (1985). The place of theory of the broader ideological struggle in relation to education and public examinations. Press Ltd. education in teacher education. British jouJ'J1al the organisation of the school curriculum in the Educational Studies, 33, 1, 222-234. private and public school systems. Chapter five examines the role of Theodore Fink Coodson,1. (1985). The making of curriculum. and Frank Tate in engineering the establishment Paper presented to the American Educational Taylor, P. (1979). New Directions in Curricul Chapter one briefly outlines the major conceptual of the Schools Board in place of the Board of Research Association, Chicago. March 31-ApriI4, Studies. Lewes: Falmer Press. ideas that illuminate the book. Musgrave alludes Public Examinations. In the context of 1985. (ED 257720). to some important theoretical ideas to order his Musgrave's argument, the balance of power Ward le, D. (1970). English Popular Educat data and expose the interests tha t stimula ted shifted to the self interest of the industrial King, A.R. and Brownell, J.A. (1966). Thc Cambridge: Cambridge University Press. public examination reforms in Victoria between bourgeoisie under the impact of technological CurricululII and the Discipli1les of Knowledge. New 1856 and 1964. The ideas of structure and culture progress. Reformers like Tate and Fink were able York: John Wiley. provide the major 'organising principles' for this to affirm the values of national efficiency to rather ambitious task. appeal to the ruling elite. - Lawn, M. and Barton, 1. (1981). Retizinking CUITiClllll11l Stlldies: A Radical Approach. London: Chapter two analyses the early power struggle In chapter six Musgrave explains how Melbourne CroomHelm. between the proponents of the classics and the University's desire for a distinct university entry modern subjects. Musgrave demonstrates that in examination allowed the Professorial Board Uta Lawton, D. (1980). The end of the secret garden? a the period 1856 to 1880 the governing eli te sought reclaim the fllllctioll (~f po/icillg the stalldards [if study in the politics of the curriculum. In Peter to impose a particular set of cultural matriculatio11 while allowi11g the School Board to rtlll Cordon, The Study of Education. London: Woburn arrangements on the Victorian education system. the LeGl'illg Certificate" (p.256). Press, Vo!. 2. From the beginning, a strong relationship between the elite private schools and Melbourne Austra/illlI jOlll'1l111 afTel1cher EdUCl1tiOll Allstralian jallrIlll/ afTel1cher EdllCl1tioll was not adequate. This section should have particularly because this study was modelled on A final chapter draws together some of the major reading for all scholars interested in social history; e)(plor~d the concept in much greater detail, by a study carried out elsewhere. I do not historical and sociological conclusions arising in particular, the history of examinations. It i~ explOrIng the work done in this area in Australia ~nderestimat~ the value of bringing in diversity from the study. Unfortunately this concluding highly recommended to educators at all levels and other parts of the world and how this work 111 the analYSIS, but I do question how we can chapter is disappointing. The first chapter who wish to gain an insight into the origin of the contributes to that body of literature. There are make a reasonable comparison of the study with promised much but the final chapter delivered Australian examination phenomena. certainly different views about craft knowledge the Scottish study. little of consequence. Possibly Musgrave wearied and the authors should have tried to explore the of his task. John R. Godfrey and Barry Down Edith Cowan University areas of convergence and divergence. The The findings of the study are important and
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