This volume investigates the historical and social construction of school subjects to determine how specific bodies of knowledge are selected, organized, and legitimized within educational systems. The authors, including noted curriculum theorist Ivor Goodson, utilize historical analysis and sociological frameworks to challenge the assumption that school subjects are neutral or static entities. By examining the evolution of various disciplines, the text argues that the 'knowledge' taught in schools is a product of political negotiation, professional interest, and institutional history.

Experts in curriculum studies frequently cite this work as a foundational text for understanding the social history of school subjects. Readers often note the academic density of the prose, which is intended for researchers and graduate students in the field of education.