Curricula as Signposts of Cultural Change

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Abstract
According to this paper, curricula reflect a complex, ongoing process of knowledge construction and re-vision, in which organizational participants determine what counts as knowledge, what knowledge is worthy of transmitting, and what organizational forms are appropriate. By viewing faculty as mediators who negotiate a complex set of cultural and organizational influences, this paper offers a starting point for analyzing the emergence of new scholarly commitments and new subcultures among faculty. It thus offers researchers and administrators in higher education a place to begin analyzing issues of social cohesion.

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