{"title":"Critically considering and conceptualizing social contexts as curriculum","authors":"Cassie J. Brownell","doi":"10.1080/03626784.2024.2323883","DOIUrl":null,"url":null,"abstract":"Published in Curriculum Inquiry (Vol. 53, No. 4, 2023)","PeriodicalId":47299,"journal":{"name":"Curriculum Inquiry","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Curriculum Inquiry","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03626784.2024.2323883","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Published in Curriculum Inquiry (Vol. 53, No. 4, 2023)
期刊介绍：
Curriculum Inquiry is dedicated to the study of educational research, development, evaluation, and theory. This leading international journal brings together influential academics and researchers from a variety of disciplines around the world to provide expert commentary and lively debate. Articles explore important ideas, issues, trends, and problems in education, and each issue also includes provocative and critically analytical editorials covering topics such as curriculum development, educational policy, and teacher education.
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