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Peer reviewedJones, Helen E. – International Journal of Social Education, 1993
Contends that the conflict between the traditional, textbook-dominated establishment and the supporters of the whole-language movement is nothing less than a revolution. Describes tenets of the whole-language approach as they apply to the overarching goals of the social studies curriculum. (CFR)
Descriptors: Cognitive Processes, Cooperative Learning, Cultural Pluralism, Curriculum Development
