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
Mode of Inquiry in the Study
Type of Study
Knowledge Generation, Freedom/Authority and Curriculum
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