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Abstract
Frequently, boundary issues involving content selection decisions are met with the “add and stir” approach to curriculum revision, which can result in HBSE content that is contradictory, fragmented and even contrary to the intent of the 1982 Curriculum Policy Statement guidelines. Transformative, rather than merely additive approaches to curriculum development and reconstruction are advocated. Curriculum transformation experiences described in the feminist literature are explored for applicability to social work. Examples from the contemporary HBSE literature and a brief course plan are presented as indications that transforming ways of conceptualizing a knowledge base for social work practice are emerging.
