Towards an understanding of the values issue in curriculum decision-making

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Abstract
Much of the literature on curriculum decision-making focuses on individual teachers and their instructional decision-making role within the classroom. The propensity for studying curriculum decision-making from this perspective has left a deficit in the area of curriculum decision-making by groups. It is the aim of this paper to propose one possible framework to promote understanding in this neglected area. After establishing deliberation as a basis from which to study curriculum decision-making, it will be argued that the values issue in group deliberation may be clarified by applying some notions borrowed from the field of teacher socialization. Various factors which influence curriculum decision-making will then be incorporated into the framework.

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