ABSTRACT
In chapter 1 the investigation of schooling began by undertaking a ‘Search for Sources’. The written curriculum was identified as a major, yet neglected, historical source with which to develop our investigations. In the last chapter, the limitations of certain orientations within history of education were discussed. In less obsessive fashion, the next two chapters, while discussing life history methods, will consider why sociology has similarly turned aside from historical and social constructionist studies of curriculum.
