In the 21st century, the idea that students should have opportunities to develop powerful knowledge has been influential in educational research. Social realism as an educational philosophy, and a focus on knowledge derived from academic disciplines, have been advanced as an alternative to social constructivism and traditionalism as a basis for…

This paper will critically analyse the assertion that 'The local argument for the Locally Agreed Syllabus has been lost' (57). It will begin by briefly sketching the historical background to the unique way that Religious Education is structured in England, with each local area having its own syllabus. It will then outline some of the main points…

This article explores representations of problems regarding citizenship in changes to the syllabi of social studies and history in Swedish secondary schools between 1970 and 2017. Previous research has shown that the general educational discourse changed from an emphasis on the societal needs of committed citizens to an emphasis on the…

The purpose of this study is to examine the perceptions of teachers on the development and implementation process of the History 2167 syllabus reform in Zimbabwe. Successful implementation of syllabus reforms depends on teachers' ownership and knowledge about the reform ideas. Teachers are the closest individuals to the circumstances of the…

The Zimbabwean crisis, which began around 2000, had serious ramifications for the teaching of history in the country, especially in high schools. This study investigated the impact of Zimbabwe's economic and political crisis on the production of syllabi for teaching history at high schools. It analyses the hurried changes in the secondary school…

In this article, Jacob Olivey describes his department's efforts to both diversify their Key Stage 3 curriculum and secure greater curricular coherence. Building on a large body of research and practice, Olivey sought new forms of curricular coherence through the selection and sequencing of substantive content across the curriculum. He reflects on…

This course outline and bibliography on Peru during the middle years of the nineteenth century includes general works in English and Spanish. Entries are organized chronologically and focus on a variety of topics, including efforts to modernize society, the large unassimilated Indian population, geographic isolation, economic problems, militarism,…

Presents a history of world history instruction as it has evolved since the 1890s in the United States focusing on New York state. Concludes that the latest revisions have restored chronology; eliminated any attempt at universal history; decreased the presence of the social sciences; and retained the option for a topical treatment within a…

Argues that a bold restructuring of curriculum is a more effective response to the problems in undergraduate history teaching than minor course innovations. Discusses the recent reformation of the history curriculum at Canada's Laval University, presenting an outline of the undergraduate history programs. (GEA)

Explores common problems with the traditional model for graduate research seminars and suggests an alternative conception which capitalizes on the use of local history, a carefully sequenced series of research experiences, and specific instruction in research skills. (JDH)

Describes interdisciplinary science course for nonscience science majors which is part of the humanities program at the University of Denver. The course consists of a central lecture series, a mathematics and science tutorial, and four workshops on astronomy, mathematics, mechanics, and optics. The structure is also appropriate for a history of…

Presents a topical outline and working bibliography for developing a college-level course on military-civilian relations in modern Latin America. Major topics are European and colonial background, independence, European and U.S. influences on professionalization and the development of political interest, professional militarism after World War II,…

History as a school subject in Hong Kong is often assumed to have been a vehicle for "colonialist" indoctrination under the British, and for "nationalist" indoctrination under the post-retrocession Chinese regime. This chapter challenges such assumptions by examining the ways in which history syllabuses have (or have not) dealt…

Students in the course described are introduced early to the rudiments of historical methods, critical discrimination, and library resources. (Editor)

In 1993, a new history syllabus for years 7-10 was implemented in schools in New South Wales (Australia). The syllabus mandated 100 hours of study of Australian history, to include 5 broad topics: Australian identity, Australian heritage, international relations, women's history, and Aboriginal history. Interviews with eight teachers and an…