{"title":"到底是谁的(经济)知识?","authors":"E. Adams","doi":"10.14288/CE.V11I12.186542","DOIUrl":null,"url":null,"abstract":"This is a study of the politics of “official knowledge” in K-12 economics curriculum in the United States. The purpose of this study is to understand how reviews of literature both promote official knowledge and thus serve as useful sources of uncovering the authorship, or author-function at work in a social science discipline, which are usually thought to be anonymous and author-less.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"57 1","pages":""},"PeriodicalIF":0.6000,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Whose (Economic) Knowledge is it, Anyway?\",\"authors\":\"E. Adams\",\"doi\":\"10.14288/CE.V11I12.186542\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This is a study of the politics of “official knowledge” in K-12 economics curriculum in the United States. The purpose of this study is to understand how reviews of literature both promote official knowledge and thus serve as useful sources of uncovering the authorship, or author-function at work in a social science discipline, which are usually thought to be anonymous and author-less.\",\"PeriodicalId\":10808,\"journal\":{\"name\":\"Critical Education\",\"volume\":\"57 1\",\"pages\":\"\"},\"PeriodicalIF\":0.6000,\"publicationDate\":\"2020-06-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Critical Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.14288/CE.V11I12.186542\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Critical Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14288/CE.V11I12.186542","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
This is a study of the politics of “official knowledge” in K-12 economics curriculum in the United States. The purpose of this study is to understand how reviews of literature both promote official knowledge and thus serve as useful sources of uncovering the authorship, or author-function at work in a social science discipline, which are usually thought to be anonymous and author-less.
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