Propedeutics to an International Comparative Analysis of State-Based Curriculum-Making

Autor/in	Rosenmund, Moritz
Titel	Propedeutics to an International Comparative Analysis of State-Based Curriculum-Making
Quelle	In: Journal of Curriculum Studies, 48 (2016) 6, S.815-832 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2016.1186739
Schlagwörter	Comparative Analysis; National Curriculum; Curriculum Design; Curriculum Development; International Education; Educational Research; Research Methodology; Observation; Social Values; Stakeholders; Systems Approach; Barriers; Educational Practices; Interviews; Surveys + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Internationale Erziehung; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Beobachtung; Sozialer Wert; Systemischer Ansatz; Bildungspraxis; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01