Reference : Curriculum History in Europe: A Historiographic Added Value
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/27313
Curriculum History in Europe: A Historiographic Added Value
English
Tröhler, Daniel[University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
[en] long nineteenth century ; nation-state ; curriculum ; society ; citizenship ; historiography ; Europe ; schooling ; the ideal citizen
[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.
FnR ; FNR4771383 > Daniel Trohler > EFC-LS > Educating the future citizens: Curriculum and the formation of multilingual societies in Luxembourg and Switzerland > 15/05/2013 > 14/05/2016 > 2013
[University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
