ABSTRACT
“Modern education,” as Karl Mannheim (1968) suggested, is “a living struggle, a replica, on a small scale of the conflicting purposes and tendencies which rage in society at large” (p. 138). In the change of a curriculum this struggle can be observed through a magnifying lens. It is for this reason that we analyzed the relation of education and social dynamics through a case study on the curriculum change experienced by Turkish primary education in the new millennium.
