Curriculum Reform and the Legitimation of Educational Objectives: the case of the Federal Republic of Germany

摘要: Abstract Taking the political and scholarly debates about curriculum reform in Federal Republic of Germany as a case point, article develops notion ‘compensatory legitimation’ theoretical construct for better understanding dynamics making implementing educational policy under conditions conflict. Among various strategies compensatory legitimation, special attention is given to recourse legal constitutional norms, utilisation expertise, invocation discourse participation. *An earlier version this was presented paper at 1989 Annual Meeting Comparative International Education Society (CIES) Harvard University.