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DOI

10.14221/ajte.1976v1n1.2

Abstract

The nineteen sixties were marked by a revival of interest In the theory of curriculum construction and innovation which was derived from a psychological perspective. However, recent developments would seem to suggest a growing consciousness of the need for a sociological perspective on curriculum theory. This paper represents explorations within the wide field of the sociology of knowledge in an attempt to isolate the main issues of confl ict and controversy.

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Link to publisher version (DOI)

10.14221/ajte.1976v1n1.2