Abstract
Abstract The aim of this paper is to encourage sociologists of the curriculum to contribute more both to curriculum policy advocacy and the curriculum development process. It concludes by suggesting four areas of curriculum policy research around which both sociologists of education and curriculum studies ‘specialists’ could unite and which would go some way towards meeting the demands of the National Curriculum at the level of policy analysis and implementation. No one should be expected to say all the time, at the same time, everything that is to be said. (Karl Popper[2]) [1] An earlier version of this paper was presented at the International Sociology of Education Conference, Newman College, Birmingham, 3‐5 January 1989. A number of colleagues, including Peter Aggleton, Paul Croll, Ian Menter and John Fitz, read and commented on the first draft of the paper. I am grateful for their time and advice. I am indebted, too, to the two anonymous referees who reviewed the paper when it was first submitted to t...
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