ABSTRACT
In the next three chapters, students’ and teachers’ experiences of a number of different courses are examined in some detail. The purpose is not to attempt a detailed account of the particular courses concerned since that would not be possible given the limited access afforded through the Leverhulme Study. Rather, by examining the various descriptive curricula in play in a few exemplar cases, the aim is to illuminate further the qualities of learning and knowledge in practice with a view to deepening understanding of the curriculum-knowledgelearning matrix.
