This book is concerned with the relationships and tensions in education between children''s needs and societies'' demands, questions which primary teachers everywhere face on a daily basis, such as:
* how does society''s view of children and childhood affect teaching and learning?
* how do the dictates of the education system, including a national curriculum, shape teaching practice?
* how do the conventions of classroom practice fit with teachers'' own beliefs and values?
The first part of the book offers a basic framework for thinking about primary curricula from the perspectives raised by these questions, whilst the second part presents a range of international views on the primary curriculum from Australia, New Zealand, South-East Asia, Europe and the USA.

This book is concerned with the relationships and tensions in education between children''s needs and societies'' demands, questions which primary teachers everywhere face on a daily basis, such as:
* how does society''s view of children and childhood affect teaching and learning?
* how do the dictates of the education system, including a national curriculum, shape teaching practice?
* how do the conventions of classroom practice fit with teachers'' own beliefs and values?
The first part of the book offers a basic framework for thinking about primary curricula from the perspectives raised by these questions, whilst the second part presents a range of international views on the primary curriculum from Australia, New Zealand, South-East Asia, Europe and the USA.

This book is concerned with the relationships and tensions in education between children''s needs and societies'' demands, questions which primary teachers everywhere face on a daily basis, such as:
* how does society''s view of children and childhood affect teaching and learning?
* how do the dictates of the education system, including a national curriculum, shape teaching practice?
* how do the conventions of classroom practice fit with teachers'' own beliefs and values?
The first part of the book offers a basic framework for thinking about primary curricula from the perspectives raised by these questions, whilst the second part presents a range of international views on the primary curriculum from Australia, New Zealand, South-East Asia, Europe and the USA.