This paper compares findings from a study of primary social studies teachers with the proposals by Ashenden, Blackburn, Hannan, and White (1984) for a democratic curriculum. The paper indicates that at the level of teacher assumptions about social studies teaching, the intentions of a liberal curriculum are subverted. Similarly, it is argued, Ashenden et al.'s proposals aimed at changing teachers to achieve radical ends are inadequate because they neglect teacher interests and valuations; and by concentrating on teachers, the proposals neglect structural and supportive constituency dimensions.
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