ABSTRACT
This book has argued that studying the curriculum as an historical source besides its intrinsic value is of use in a more broadly conceived investigation of schooling. Alongside the investigation of curriculum as a source stands an associated argument that a wider range of methodological approaches will need to be employed and integrated. Life history and curriculum history work are focal in this reconceptualization of our studies. The foregoing essays have exemplified some of these methodological approaches as they impinge on curriculum as a source for the study of schooling.
