Transnational Perspectives on Curriculum History

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.

Autorentext

Gary McCulloch is the inaugural Brian Simon Professor of the History of Education at UCL Institute of Education, UK.

Ivor Goodson is Full Professor of Learning Theory at Education Research Centre, University of Brighton, UK.

Mariano González-Delgado is Assistant Professor of History of Education at Universidad de La Laguna, Spain.

Inhalt

Introduction: Curriculum history and transnational perspectives for studies: generating debates on educational research, Gary McCulloch, Ivor Goodson and Mariano González Delgado

Chapter 1: From Mystification to Markets: the Evolution of Curriculum History and Life History, Ivor Goodson

Chapter 2: Physics for the Enquiring Mind: The Nuffield Physics Ordinary-Level Course, 1962-1966, Gary McCulloch

Chapter 3: Narratives of education and curriculum transition in the formerly socialist European countries: the example of Estonia, Rain Mikser & Ivor Goodson

Chapter 4: African American Curriculum History: New Possibilities and Directions, LaGarrett J. King, Alana D. Murray & Christine Woyshner

Chapter 5: UNESCO mediation in Francoist curriculum policy: the case of educational television in Spain, Mariano González-Delgado & Tamar Groves

Chapter 6: Transnational information flow and domestic concerns: Japanese educational exhibits in the late nineteenth and early twentieth centuries in Britain, Mari Hiraoka

Chapter 7: Local versus national history of education: The case of Swedish school governance, 1950-1990, Johan Prytz & Johanna Ringarp

Chapter 8: Curriculum History Research in Mainland China and Taiwan: Its Status and Prospect, Caixia Peng

Chapter 9: Transnational colonial entanglements: South African teacher education college curricula, Linda Chisholm

Chapter 10: The failure of a pedagogical innovation: learning to write in Brazil and France at the end of the nineteenth century, Diana Gonçalves Vidal

Chapter 11: The two faces of the same coin: National and individual refraction in curriculum policies in Portugal, Elsa Estrela

Conclusions: Transnational perspectives on Curriculum History, Gary McCulloch, Ivor Goodson & Mariano González-Delgado