期刊
JOURNAL OF CURRICULUM STUDIES
卷 48, 期 6, 页码 815-832出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00220272.2016.1186739
关键词
State-based curriculum-making; comparative education methodology; nation-state; education-state-society relationships
资金
- Zurich University of Teacher Education
Why should we assume systematic comparative research on state-based curriculum-making to be possible at all, given the high complexity and large variety of institutional forms of educational and political systems across nation-states? On the other hand, how can we explain the significant endeavour of nation-states all over the world to align their curricula with emergent issues, within their systems and on a global scale, if we reject the idea of comparability altogether? Drawing on research aiming at the re-analysis of data from parallel projects on curriculum-making in comparative perspective, this paper outlines some of the questions that need to be answered. It deals, first, with the issue of comparative methodology. It subsequently identifies the nation-state as the explanatory, but not necessarily observational, unit of analysis of research on state-based curriculum-making and discusses relationships between education, state and society. Finally, it attempts to distinguish different sources of challenges to the existing education system and to draw a line from their perception to their awareness and interpretation as issues to deal with and finally to their translation into charges for curriculum developers.
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