“…Major questions such as what should be taught, how much time should be allocated to specific subjects, and how should knowledge be transferred are part of ongoing curricular debates that become more intense as each learning cycle becomes more specialized, particularly, at the upper secondary level, where subjects correspond to clearly identifiable disciplinary domains (Elgström & Hellstenius, ; Resh & Benavot, ; Banner, Donnelly, & Ryder, ). In these debates, educational authorities tend to “become arbiters of competing ideological visions, and set forth with varying degrees of consultation a series of official curricular policies” that local schools belonging to national systems or subsystems need to implement (Resh & Benavot, , p. 68).…”