American International Journal of Social Science

Sociopolitical, Socioeconomic, and Historical Contexts of Curriculum Policy
Kendall Deas

Abstract
In seeking to understand the history of the development of curriculum policy in the U.S., it is constructive to examine America’s educational system since World War II. This research examines the history of curriculum policy in the U.S. and how it evolved through the lens of curriculum theory. Specifically, this research seeks to address the research question of why were there shifts or changes in the scope of U.S. curriculum policy during certain critical periods in our nation’s history? The research employs the qualitative methodological approach of historiography by examining crucial past white paper national policy reports on policy regarding K-12 education curricula and historical accounts by scholars in the field of curriculum policy. The research findings of this qualitative studyshow that sociopolitical, socioeconomic, and historical contexts have had a significant impact on the development of curriculum policy in the nation.A review of the U.S. educational system, during and post-World War II reveals that American educators sought school curricula more conducive to incorporating students into society. Further, an examination of this system also reveals that social and historical contexts resulted in a shift in perspectives during the period of the 1940s and 1950s towards more traditional academic education.

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