Technology, rationalities, and experience in school music policy: underlying myths.

Accompanying the contemporary and radical questioning of heretofore accepted beliefs and assumptions, there is a perceptible shift in administrative Theory about schools, in the content and aims of curriculum, and in "what counts as the politics of education."[1] In broad terms, all three areas of schooling -- administrative, curricular, and political -- are affected by a post-modern emphasis on human diversity and a corresponding unease with absolute and single-dimensional claims to truth.

In the political sphere, Catharine Marshall and Gary Anderson note that ...

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