In response to numerous criticisms of technocratic models of social studies curricula this paper describes a critical approach to curriculum design. Major areas of criticism related to knowledge, learning and evaluation, and teaching are explored as they relate to issues of curriculum planning and implementation and a critical approach to curriculum design is described that has been taught to pre-service teachers in social studies curriculum or methods courses during the last four years. A description of the course precedes a discussion about similarities and differences between technocratic methods and critical approaches during a five-step curriculum design process: (1) developing curriculum themes, (2) exploring resources, (3) developing learning activities, (4) evaluating pupils, and (5) evaluating the unit. For example, the critical approach to developing curriculum themes would involve the use of non-sequential integration (webbing) of knowledge organized around themes, whereas the technological approach would involve sequential, compartmentalized knowledge organized around specific objectives. Finally, two problems in implementing such alternative approaches in the schools are explored--resistence to change and a low level of teacher interest in content and curriculum design. A bibliography of nearly 70 resources, a chart illustrating the webbing effect of an integrated unit of traditional Ashanti culture, and a chart summarizing differences between technocratic and critical approaches to curriculum design conclude the document. (LH)