Whitson, James A., "Post-Structuralist Re-Interpretations," pp. 211-277 in James A. Whitson, Constitution and Curriculum: Hermeneutical Semiotics of Cases and Controversies in Education, Law, and Social Science. Philadelphia: The Falmer Press, 1991.*


Describes the hermeneutics of dialogical inquiry in the context of judicial discourses in educational law and other fields.

Broad Topical Focus

Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making

Source Discipline


Mode of Inquiry in the Study

Hermeneutic Inquiry

Type of Study

Single Study

Narrow Topic

Knowledge Generation, Freedom/Authority and Curriculum


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