TY - JOUR
AU - Everhart, Robert B.
AB - Curriculum, Practical Ideology, and C~s Contradiction* KENNETH W. KICKBUSCH University of Texas, San Antonio ROBERT B. EVERHART University of California, Santa Barbara Introduction In the continuing theoretical discussion over the social consequences of the selection and distribution of school knowledge, the image of classrooms as neutral or apolitical environments unrelated to a socially stratified society is increasingly untenable. Numerous works (Bernstein, 1977; Cusick, 1973; Appk, 1979; Willis, 1977; Everhart, 1983) have pointed out that the process of schooling often tends toward being reproductive of social inequalities that exist within the larger society. The pioneering work of Jencks (1972; 1980) and his colleagues over the past decade and recent work by DiMaggio ( 1982) basically substantiate this finding over a large sample of individuals, and document that schooling does relatively little to "equalize" later occupational status when examined in relation to entry characteristics associated with family background. Critical theorists oflate have described the processes by which the cur­ riculum in use influences beliefs and practice and eventually connects with economic and political structures. Anyon (1980), for example, has documented the differential relationship between elementary school curriculum and class position, noting how the class position of students in the school is 
TI - Curriculum, Practical Ideology, and Class Contradiction
JF - Curriculum Inquiry
DO - 10.1080/03626784.1985.11075967
DA - 1985-09-01
UR - https://www.deepdyve.com/lp/taylor-francis/curriculum-practical-ideology-and-class-contradiction-9Dk4GbC00m
SP - 281
EP - 317
VL - 15
IS - 3
DP - DeepDyve
ER -