Abstract
Recent educational policies have tended to reduce and even eliminate theoretical debates from the field. This has some implications in the teaching of history since it appears emptied from its contingent character and constructing the present as “what is natural and plain to see”. This naturalisation has always been a political operation. I will present some trends of educational policies at an international, a national and a local level, I will discuss some implications of this tendency drawing from a Mexican example: a graduate curriculum for educational researchers for 1980, 1988, 1994 and 1998. The interpretative tools I have chosen for this exercise are articulated around the analysis of power relations (inclusion/exclusion, antagonism/articulation) within signifying constellations, i.e. discourse political‐analysis.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
