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Curriculum History in Europe: A Historiographic Added Value
University of Luxembourg.
2016 (English)In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, no 1, 3-24 p.Article in journal (Refereed) Published
Abstract [en]

This article advocates for a particular understanding of curriculum history that enables educational research to emancipate itself from national idiosyncrasies. It suggests focusing, in the frame of a cultural history, on the interrelation between the constitutions, which define the ideal social order and the envisaged ideal citizens, and the curriculum, which provides “educational opportunities” – that is, pre-organised or preconfigured pathways of educational careers. The article thereby stresses that the fundamental notions of this research program – nation, society, and citizen – need to be handled as floating signifiers that are materialised differently in the various individual nation-states. The article argues that against this background, a European education history that respects national or cultural distinctions without getting trapped by national idiosyncrasies is possible.

Place, publisher, year, edition, pages
2016. Vol. 3, no 1, 3-24 p.
Keyword [en]
long nineteenth century, nation-state, curriculum, society, citizenship, historiography
National Category
History Educational Sciences
Research subject
history of education
Identifiers
URN: urn:nbn:se:umu:diva-136792OAI: oai:DiVA.org:umu-136792DiVA: diva2:1113793
Available from: 2017-06-22 Created: 2017-06-22 Last updated: 2017-06-22

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
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