Transnational Perspectives on Curriculum History

McCulloch, Gary; Goodson, Ivor; Delgado, Mariano

doi:10.4324/9780429468384

Cited by 5 publications

(6 citation statements)

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“…In short, transnational studies carried out in the History of Education are essential to understand the construction of national education systems from their creation and subsequent development (Bachi, Fuchs & Rousmariene, 2014;Duedhal, 2016;Fuchs & Roldan Vera, 2019;Martín García & Delgado Gómez-Escalonilla, 2020;McCulloch, Goodson & González-Delgado, 2020). The significance of the Cold War, the Theory of Modernization, Progress and Development, international organizations or diplomatic relations constitute central elements from which to understand why countries with such diverse political processes developed similar educational and curricular projects in different historical epochs, at least in terms of their theoretical approaches and experimental designs.…”

Section: The Transnational Turn In the History Of Education: A New Apmentioning

confidence: 99%

“…En definitiva, los estudios transnacionales elaborados en Historia de la Educación son imprescindibles para entender la construcción de los sistemas nacionales de educación desde su creación y posterior desarrollo (Bachi, Fuchs & Rousmariene, 2014;Duedhal, 2016;Fuchs & Roldan Vera, 2019;Martín García & Delgado Gómez-Escalonilla, 2020;McCulloch, Goodson & González-Delgado, 2020). La trascendencia de la Guerra Fría, la Teoría de la Modernización, Progreso y Desarrollo, los organismos internacionales o las conexiones diplomáticas, constituyen elementos centrales desde los que poder entender por qué países con procesos políticos tan diversos, desarrollaron proyectos educativos y curriculares similares en distintas épocas históricas, al menos en sus planteamientos teóricos y diseños experimentales.…”

Section: El Giro Transnacional En Historia De La Educación: Un Nuevo unclassified

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Educational Transfer, Modernization and Development: The Transnational Approach in History of Education Studies

Lorenzo

Trujillo

2020

FdE

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Research focused on the concept of the international or, rather, of international influences and interdependencies, has become a highly recurrent line of work that has been acquiring a notable presence in the field of the History of Education. The objective of this approach to historiographical work is justified as it attempts to explain with a better precision and accuracy what has happened within national borders, or even within more defined perimeters such as regional and local ones. The transfer of ideas and projects, the importation or imitation of pedagogical models, the transfer and influence of educational and school practices, the links and connections between different cultural scenarios and knowledge, the dependencies and interdependencies of international organizations, among other aspects, have led to new and more plausible analyses of educational processes and the political and social will that fostered them. The present work focuses on researching how these practices have evolved, and their networks of connection and exchange, in order to better understand educational and curricular policies in their historical development.

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Section: The Transnational Turn In the History Of Education: A New Apmentioning

confidence: 99%

Section: El Giro Transnacional En Historia De La Educación: Un Nuevo unclassified

Educational Transfer, Modernization and Development: The Transnational Approach in History of Education Studies

Lorenzo

Trujillo

2020

FdE

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“…Teachers are instrumental to impacting knowledge through resources at their disposer, whether adequate or otherwise (Ergin, 2013;Mc-Culloch, 2020). Curriculum guides the activities of teacher in classroom instruction (McCulloch et al, 2020). This curriculum is housed in the department/ministry of education in different countries.…”

Section: Introductionmentioning

confidence: 99%

“…This curriculum is taught at two levels i.e., the ordinary and the advanced. The ordinary level is a sub-component of the advanced with more of the ordinary aspect as the name implies (WAEC, 2020;McCulloch et al, 2020). Ordinary level contents are taught within the senior secondary school programme for three years after which Senior Secondary School Certificate Examinations (SSCE) are sat for by students among participating countries (WAEC, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…By training, physics educators (individuals with bachelor of education in physics) have the requisite understanding of the teaching expected in advanced level programme as well as in ordinary level (McCulloch, 2020;McCulloch et al, 2020). Unqualified teachers have found their way into teaching in many developing countries across the world (Adeyemo, 2012;Owolabi & Adebayo, 2012;Akanbi et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Analysis of Ordinary and Advanced Level In-field Physics Teachers’ Qualification, Experience and Job Placement

Badmus

Jita

2022

JPII

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Ordinary and advanced level physics teachers have similar responsibilities in impacting the knowledge of physics among learners. These responsibilities are premised around qualification, experience and job placement. Teachers’ experience has a place in the literature to influence physics performance. The curriculum of both advanced and ordinary level physics is with similarities and occasioned differences with respect to content knowledge. However, are there differences in the qualification, experience and job placement between these two sets of teachers? In view of the foregoing, this study examined advanced and ordinary level in-field physics teachers distribution vis a vis qualification, experience and job placement with a view to aggregate data for decision making, as well as, report gender representation, establish drift and possible remediation in the field. Descriptive research of the survey type was employed with Physics Teachers Ordinary and Advanced Level Inventory (PTOALI) as the instrument to elicit data from 225 physics teachers across the three states under review. Similarities exist in teachers’ qualification at ordinary and advance levels. Experience of teachers at ordinary level were higher than those teaching advanced level curriculum. Underrepresentation of female physics teachers was found among the sample audience. Also, physics teachers are limited in number across the sampled schools and that female physics teachers are under-represented within the sampled respondents. This study concludes that more qualified physics teachers are needed across the three states under review. Experienced physics teachers are also required in advanced level schools. This study recommends training and recruitment of adequate number of qualified physics teachers to cope with the surging number of willing learners.

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Towards an educational modernization process: UNESCO interactions with Franco's Spain (1952–1970)

Delgado

Lorenzo

Trujillo

2021

HER

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PurposeAfter World War II, an educational modernization process gained ground worldwide. International organizations such as UNESCO began to play a key role in the creation, development and dissemination of a new educational vision in different countries. This article examines the origin and development of this modernization process under the dictatorship of Franco. More specifically, we will show how the adoption of this conception in Spain must be understood from the perspective of the interaction between UNESCO and Franco's regime, and how the policies of the dictatorship converged with the proposals suggested by this international organization. Our principal argument is that the educational policies carried out in Spain throughout the second half of the 20th century can be better understood when inserted into a transnational perspective in education.Design/methodology/approachThis article uses documents from archives that until now were unpublished or scarcely known. We have also analyzed materials published in the preeminent educational journals of the dictatorship, such as the Revista de Educación, Revista Española de Pedagogía, Bordón and Vida escolar, as well as documents published by the Spanish Ministry of National Education.FindingsFranco's dictatorship built an educational narrative closely aligned with proposals put forward by UNESCO on educational planning after World War II. The educational policies created by the dictatorship were related to the new ideas that strove to link the educational system with economic and social development.Originality/valueThis article is inspired by a transnational history of education perspective. On the one hand, it traces the origins of educational modernization under Franco's regime, which represented a technocratic vision of education that is best understood as a result of the impact that international organizations had in the second half of the 20th century. On the other hand, it follows the intensifying relationship between the dictatorship and the educational ideas launched by UNESCO. Both aspects are little known and studied in Spain.

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Transnational Perspectives on Curriculum History

Cited by 5 publications

References 0 publications

Educational Transfer, Modernization and Development: The Transnational Approach in History of Education Studies

Educational Transfer, Modernization and Development: The Transnational Approach in History of Education Studies

Analysis of Ordinary and Advanced Level In-field Physics Teachers’ Qualification, Experience and Job Placement

Towards an educational modernization process: UNESCO interactions with Franco's Spain (1952–1970)

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