Han, C; Janmaat, G; May, T; Morris, P; (2013) Curriculum patterns in citizenship education : a cross national study. Palgrave Macmillan

Text (Curriculum patters in citizenship education - a cross national study) Han_Janmaat_May_and_Morris_submitted_2Nov2012.doc - Submitted Version Download (437kB)

Abstract

There are contrasting views as to whether education systems and curricular characteristics are converging. A number of theoretical perspectives have been proposed attempting to explain or predict similarities and differences in education systems and curricula around the world, e.g. World Culture theory, and the modernisation and qualitative differences perspectives. From an empirical point of view, existing research investigating variation in citizenship education across countries tends to focus on superficial features such as curriculum objectives and structure, and school subject categories. The more substantive issue of the values and norms promoted in the curriculum are usually ignored because of the difficulty in investigating these. Further, while it is possible to identify convergence at the most general and abstract level, it is at the level of the enactment and implementation of policy that meaningful similarities or differences can be identified. This chapter presents original data at the level of the structural features and curriculum content of citizenship education from 16 Western and East Asian countries. It uses cross-country patterns of the dimensions of state control and collective values to assess the validity and explanatory power of World Culture theory, and the modernisation and qualitative differences perspectives.

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