Transnational Perspectives on Curriculum History
Transnational Perspectives on Curriculum History

Author: Gary McCulloch

Publisher: Routledge

Published: 2019-11-22

Total Pages: 176

ISBN-13: 0429887523

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This book offers a remarkable range of research that emphasises the need to analyse the shaping of curricula under historical, social and political variables. Teachers’ life stories, the Cold War as a contextual element that framed curricular transformations in the US and Europe, and the study of trends in education policy at transnational level are issues addressed throughout. The book presents new lines of work, offering multidisciplinary perspectives and provides an overview of how to move forwards. The book brings together the work of international specialists on Curriculum History and presents research that offers new perspectives and methodologies from which to approach the study of the History of Education and Educational Policy. It offers new debates which rethink the historical study of the curriculum and offers a strong interdisciplinary approach, with contributions across Education, History and the Social Sciences. This book will be of great interest for academics and researchers in the fields of education and curriculum studies. It will also appeal to educational professionals, teachers and policy makers.

The Transnational in the History of Education
The Transnational in the History of Education

Author: Eckhardt Fuchs

Publisher: Springer

Published: 2019-05-25

Total Pages: 302

ISBN-13: 303017168X

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This edited volume reflects on how the “transnational” features in education as well as policies and practices are conceived of as mobile and connected beyond the local. Like “globalization,” the “transnational” is much more than a static reality of the modern world; it has become a mode of observation and self-reflection that informs education research, history, and policy in many world regions. This book examines the sociocultural project that the “transnational turn” evident in historical scholarship of the last few decades represents, and how a “transnational history” shapes how historians construct their objects of study. It does so from a multinational perspective, yet with a view of the different layers of historical meanings associated with the concept of the transnational.

Rethinking the History of Education
Rethinking the History of Education

Author: T. Popkewitz

Publisher: Springer

Published: 2013-06-05

Total Pages: 260

ISBN-13: 1137000708

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Drawing on a wide variety of traditions and methods in historical studies, from the humanities and social sciences both, this volume considers the questions, methods, goals, and frameworks historians of education from a wide variety of countries use to create the study of the history of education.

What Shall We Tell the Children?
What Shall We Tell the Children?

Author: Stuart J. Foster

Publisher: IAP

Published: 2006-04-01

Total Pages: 262

ISBN-13: 1607525348

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The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts in introducing young people to a specific historical, cultural and socioeconomic order. Crucially, exploring the social construction of school textbooks and the messages they impart provides an important context from within which to critically investigate the dynamics underlying the cultural politics of education and the social movements that form it and which are formed by it. The school curriculum is essentially the knowledge system of a society incorporating its values and its dominant ideology. The curriculum is not “our knowledge” born of a broad hegemonic consensus, rather it is a battleground in which cultural authority and the right to define what is labelled legitimate knowledge is fought over. As each chapter in this book illustrates curriculum as theory and practice has never been, and can never be, divorced from the ethical, economic, political, and cultural conflicts of society which impact so deeply upon it. We cannot escape the clear implication that questions about what knowledge is of most worth and about how it should be organized and taught are problematic, contentious and very serious.

Public History and School
Public History and School

Author: Marko Demantowsky

Publisher: Walter de Gruyter GmbH & Co KG

Published: 2018-12-17

Total Pages: 296

ISBN-13: 311046408X

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How do schools and public history influence each other? Cases studies focusing on school and public history around the world shed light on the intricate relationships between schools, students, teachers, policy makers and public historians. From why Robben Island is not included in South African curriculum to how German schools shape Holocaust memory, the case studies offered in this book sheds light on a current topic.

International Perspectives in Curriculum History
International Perspectives in Curriculum History

Author: Ivor Goodson

Publisher: Routledge

Published: 2018-10-03

Total Pages: 402

ISBN-13: 0429845960

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Originally published in 1988. The history of curriculum has now become an extremely important area of curriculum research. The rehabilitation of historical studies has challenged mainstream psychological and philosophical theories of curriculum and it argues for a reformulation of the current dominance of scientific management models of curriculum changes. This book presents comparative data from a range of countries which help define the methodologies employed in curriculum history. It also explores some of the major curriculum issues uncovered in historical studies.

Curriculum Challenges and Opportunities in a Changing World
Curriculum Challenges and Opportunities in a Changing World

Author: Bill Green

Publisher: Springer Nature

Published: 2021-03-18

Total Pages: 357

ISBN-13: 3030616673

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This book brings together voices and perspectives from across the world and draws in a new generation of curriculum scholars to provide fresh insight into the contemporary field. By opening up Curriculum Studies with contributions from twelve countries—including every continent—the book outlines and exemplifies the challenges and opportunities for transnational curriculum inquiry. While curriculum remains largely shaped and enabled nationally, global policy borrowing and scholarly exchange continue to influence local practice. Contributors explore major shared debates and future implications through four key sections: Decolonising the Curriculum; Knowledge Questions and Curriculum Dilemmas; Nation, History, Curriculum; and Curriculum Challenges for the Future.

Knowing, Teaching, and Learning History
Knowing, Teaching, and Learning History

Author: Peter N. Stearns

Publisher: NYU Press

Published: 2000-09

Total Pages: 493

ISBN-13: 0814781411

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This four-part volume identifies the problems and issues in late 20th and early 21st-century history education, working towards an understanding of this evolving field. It aims to give both students and teachers insights into the best way of developing historical understanding in pupils.

Transnational Writing Education
Transnational Writing Education

Author: Xiaoye You

Publisher: Routledge

Published: 2018-06-13

Total Pages: 403

ISBN-13: 1351205935

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Arguing that writing teachers need to enable students to recognize, negotiate with, deconstruct, and transcend national, racial, ethnic, and linguistic boundaries, this volume proposes a "transnational" framework as an alternative approach to literacy education and as a vital component to cultivating students as global citizens. In a field of evolving literacy practices, this volume builds off the three pillars of transnational writing education—translingualism, transculturalism, and cosmopolitanism—and offers both conceptual and practice-based support for scholars, students, and educators in order to address current issues of inclusion, multilingual learning, and diversity.

International Perspectives on Teaching Rival Histories
International Perspectives on Teaching Rival Histories

Author: Henrik Åström Elmersjö

Publisher: Springer

Published: 2017-04-04

Total Pages: 299

ISBN-13: 1137554320

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This book presents a survey of approaches to dealing with ‘rival histories’ in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the ‘history’ or ‘culture’ wars. In this book, authors from across the globe ponder the question “what can teachers do (and what are they doing) to address conflicting narratives of the same past?”, and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers’ abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers.