Abstract
The field of curriculum studies has become increasingly sensitive to the “effects of global flows, transnational connections, and transcultural interactions” ([1], p. 43), and an international dialogue has begun to take shape between the European bildung-influenced tradition of Didaktiks and the Anglo-American psychologised Curriculum Studies tradition. As it stands, the dialogue has concentrated on a comparative analysis of the traditions at the level of general curriculum theory or Allgemeine Didaktik (see for example, [2]), and has rarely, if ever, drilled down into an area of subject-specific pedagogy or fachdidaktiks. This special issue seeks to address this directly, by encouraging a dialogue between various regional and national traditions of history education or Geschichtsdidaktik. [...]
Highlights
The field of curriculum studies has become increasingly sensitive to the “effects of global flows, transnational connections, and transcultural interactions” ([1], p. 43), and an international dialogue has begun to take shape between the European bildung-influenced tradition of Didaktiks and the Anglo-American psychologised Curriculum Studies tradition
The dialogue has concentrated on a comparative analysis of the traditions at the level of general curriculum theory or Allgemeine Didaktik, and has rarely, if ever, drilled down into an area of subject-specific pedagogy or fachdidaktiks
Educators have long been aware of the role that schools, and specific school subjects, play in nation-building, including the ways in which national consciousness is shaped within the classroom [3]
Summary
The field of curriculum studies has become increasingly sensitive to the “effects of global flows, transnational connections, and transcultural interactions” ([1], p. 43), and an international dialogue has begun to take shape between the European bildung-influenced tradition of Didaktiks and the Anglo-American psychologised Curriculum Studies tradition. Guest Editor of Education (Basel), School of Education, The University of Newcastle, University Drive, Callaghan NSW 2308, Australia Guest Editor of Education (Basel), Academy of Education and Humanities, Dalarna University, 791 88 Falun, Sweden; E-Mail: mvn@du.se
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