The field of curriculum history, as the broader education history, is organized by traditions of intellectual and social history; the former is concerned with the organization and changes in ideas and the latter with ideas as representing institutional and social changes found in policy and the actual programmatic developments. Typically, the historical narratives are about the progressive hopes of democracy in national schooling and/or its denials through issues of the social control and structural inequities.

Another approach is to view curriculum as a history of the present. Although it is easy and almost clichéd to say that the past is in the present and a historical understanding of schooling is needed, the placement of our self in time and space is a difficult and profound task. ...

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