ABSTRACT
The books considered in this chapter are largely those used in the context of the school curriculum. Collectively, they define the parameters of knowledge considered worth transmitting to children. Whatever is not contained in the stock cupboards and the library is open to an interpretation that it is not worth knowing. The hidden curriculum, plus the cumulative effect of the parameters of the overt curriculum, will be explored more fully in the following chapter. This chapter examines some specific areas of the curriculum and the resources used to teach them. There may be a variation in degree, but bias of the kind with which we are here concerned is present in books across the curriculum.
