ABSTRACT

Next the focus shifts to the more contested terrain of curricula and pedagogy. The content of schooling and in what ways this content is communicated preoccupies many scholars and policymakers alike. I consider both technical/rational and political approaches to these issues. Lastly, the implications of defining mass schooling as a high stakes issue is examined directly. An institutional perspective is brought to bear on this worldwide development of mass schooling as a crucial national policy instrument.