This may well be the most important book of the decade in the curriculum field. Grundy focuses on concerns (e.g., curriculum as process, product, and practical curriculum development issues) with which teachers must deal. This perspective elevates the book's worth above others that remain locked into scholarly discourses of theoretical concerns alone. The author demonstrates her awesome grasp of broad and specific pedagogic issues (e.g., investigation of learning in one's own classroom, knowledge-generated curricula, and action-focused technical programs), which the still relatively recent modern curriculum needs to address. Scholars will find illuminating this work's historical, cultural, and international perspectives. However, practitioners dealing with curriculum process and development also will find it instructively useful. Curriculum workers in both categories need to study the author's treatment of persisting and evolving issues (e.g., technical, practical, and emancipatory interest program needs), which require attention. Specific curriculum projects illustrating these concerns are presented and discussed. The text cogently relates the scope of theoretical and process issues to operational needs in the practice of curriculum development. Libraries with curriculum field collections need this valuable book. C. F. Toepfer, Jr. SUNY at Buffalo