Education and Social Dynamics offers a new approach to analyzing
curriculum change by investigating the entanglement of education
and society in markedly heterogeneous Turkey, which has recently
witnessed nation-wide curriculum reforms. While the new curriculum
has attempted to homogenize all Turkish primary schools since 2005,
Nohl and Somel, drawing on a theoretical differentiation of social
entities, reveal how subsequent curricular practices have had to
account for the diversity of milieus and organizations in the
nation's educational sector, and how inequality and competition run
rampant in the standardization efforts. Using expert interviews,
group discussions, and other empirical data that compare
instructional practices within five distinct schools, the book
represents a breakthrough in our understanding of developments in
Turkey and their significance for extant theories of curriculum
development and reform worldwide. By linking specific case study
material from Turkey to intensifying international concerns, it
provides an important and relevant global commentary.
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