Abstract:

In this study, it was examined how curriculum development models implemented in Turkey make possible understanding of ideology in the dimensions of methodological structure, integrated institutional structure, and effect to teaching practice in terms of ideology within conflict theory. In this context, the study was carried out based on literature review. The data were obtained from the related literature concerning curriculum development models implemented in Turkey and ideology discourse within conflict theory. The data collected were identified via descriptive analysis and interpreted comparatively. Firstly, study findings were examined curriculum development models implemented in Turkey to dimensions of methodological structure, integrated institutional structure, and effects to teaching practice. Secondly, compared with the discourse of the conflict theory related to power, ideological state apparatuses, legimitization of dominant class-alienation and cultural capital within conflict theory, it was determined the understanding of ideology that it makes possible. According to these findings, it was discussed the understanding of ideology that models make possible it terms of personal-social effects at macro level

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