Synthesizes the findings of a case study of teacher-initiated innovation in physical education, discussing issues that Hargreaves raises in relation to the ideology underpinning school-centered innovation and the curricular practice of teachers. Examines the temporal context of innovating, teacher involvement in innovation, and innovating and…

Reviews studies that have examined curriculum packages, focusing on how school knowledge is ideologically structured and organized. Borrows from discourse analysis to develop a theoretical framework for investigating how knowledge and meaning-production can be influenced. Illustrates the framework's use to design and conduct a study of a physical…