Social Evaluation of Curriculum

and to suggest a set of questions and strategies that will be more responsive to the actual socioeconomic reality of schools. In so doing, we will propose ways of engaging in the social evaluation of curriculum that go beyond the more individualistically and psychologically oriented models in use within programmatic evaluation efforts today. We will argue that because evaluation is a process of placing value on a procedure, process, goal, or outcome (Apple, 1974), that alternatives to the current ways we do place value on curricula can be developed only by seeing how values now work through our activity and expanding the ways we look at these procedures, processes, goals, or outcomes to include the ideological and economic functions of our educational system.'