Effectively Critiquing the Experienced Curriculum: Clues from the “New Journalism”

Anyone with more than a passing acquaintance with the curriculum evaluation field-or even of educational inquiry in general-is aware of a growing interest in new sorts of approaches to such inquiry. The features of these approaches tend to place them within a more holistic, qualitative, interpretive, hermeneutical, or critical vein of empirical inquiry.' As such, they are meant to complement the natural-science-based, and generally quantitative, strategies that have long dominated the curriculum research/evaluation scene.