ABSTRACT
This chapter presents an argument that recent developments in radical curriculum scholarship in the United States also mark a theoretical fracturing of the field of sociology of school knowledge. There are two basic analytical lines along field fracturing. First, the rise of feminist voices and growing diversity of theoretical agendas among feminisms offer the sociology of the curriculum sophisticated and powerful educational analyses. Second, it would be very hard for any observer of the field to have missed the influx of post-structural and postmodern literature. The Structural Neo-Marxist discourse's foci on "wider social conflict" and "inequities of income and power", and the obvious concern for analyzing class struggles, simultaneously distinguish this discourse from both the mainstream "liberal" educational discourse and less "materially" focused radical analyses. Centrally focused on gender, sexism, and patriarchy, the structural feminist discourses are clearly identifiable as positioned in double opposition to both mainstream educational discourse and Neo-Marxisms.
