Reconsidering social studies curriculum

In this interpretive essay review of social studies curriculum, the intent is to examine how social studies curriculum has been conceived, formed, and enacted. First, meanings and implications of social studies curriculum as technical project and as social process are explored. Justaposition of the dominant technical view with a social process alternative highlights the major features and limitations of each. Consideration is then given to the broader implications of prevailing conceptions and practice of curriculum, and an alternative conception is suggested that integrates technical, social, and critical dimensions.