Abstract
AbstractBased on small case-study illustrations from a variety of European countries, this study aims to explore methodological aspects of the study of curriculum history by expanding its traditional research scope. In so doing, it is argued that sociolinguistic issues are essential to this discussion. The main argument is that sociolinguistics and curriculum history are more closely intertwined than has been proposed by previous academic literature. Under the examination are often two sides of the same coin which are viewed from different, albeit closely related, research angles. In effect, the curriculum’s contextualisation is also structured and modified by sociolinguistic considerations. In the conclusion, it is maintained that citizenship education—understood here as the historical manifestation of the dominant cultural expectations towards the citizens as the bearers of a particular nation state during a specific timeframe—should be better informed by sociolinguistic literature, and by that, also pl...
Highlights
Sociolinguistics as an academic discipline is by nature interdisciplinary
At a more general level, I propose to answer two research questions: How differently is the construction of citizenship understood within the boundaries of sociolinguistics and curriculum history? And, what are those interactions and transition points that are worth investigating, and where are they located? In the conclusion, it is argued that when we draw connections between these two research areas, establishing a mutual crossing could aid in the historic analysis of schooling practice, and by that, adjust the focus and framework of curriculum history away from its more traditional agendas towards a set of different questions altogether
This paper has argued for the greater interdisciplinarity of two research fields, sociolinguistics and curriculum history, which are themselves already characterised by crossdisciplinarity
Summary
Sociolinguistics as an academic discipline is by nature interdisciplinary. put, by combining linguistics with sociology, anthropology, psychology, and today education studies, cultural geography and media studies (or the like), sociolinguistics studies the relationship between language and society, and their interdependencies (see, e.g. Wardhaugh, 2006). Albeit with different emphases, both approaches deal with similar issues that firmly interlink language, citizenship and education It is this threefold interplay—combined with a strong focus on national identity arising from it together with the nation state as a research unit—that these schools have in common, and integrating the two should be given greater attention in academic literature. Education policy was constantly in the process of reform, at times a larger “rupture” came to surface which might be termed as a “watershed” in the educational history of a particular country One of these turning points has been the drafting of constitutions for the “new” nation states of nineteenth-century Europe, and their huge impact on new school laws. In theory, spoken registers were frequently reserved to the private sphere, as opposed to standard and written forms used in the public domain (as in schools), which led to tension and controversy in education practice
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