This article discusses the interrelations between ideology, politics, pedagogy and curriculum theory and their possible impact on curriculum transformations. Indeed the development of Secondary School Curricula in Israel supports an observed notion that curricular developments are not
independent activities. They are rather organically rooted in conceptions about the nature of society, the place of the individual and the role of education. Changes in curriculum depend also on assumptions about the nature of knowledge, the inherent tension between the process and content
of learning, curricular theories as well as on the expected outcomes of education.
Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.