This article explores the relationships between knowledge use (KU) and curriculum change management. Managing or coping with curriculum change has been conceptualized as consisting of a technical dynamic, a political dynamic, and a cultural dynamic. A parallel line of thinking can be detected in the KU literature in that the functions which KU serves may be for instrumental, capacity-building, or enlightenment purposes. This study investigates the relation-ship between KU and change management with respect to these three dynamics. The political dynamics of the implementation process stand out as being a particularly important correlate of KU.
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