Journal Articles

Europeanization, Education, and School Curricula: The Role of Historical Legacies in Explaining Policy Variation Between England and France

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One might expect governments to react to deepening European integration since the mid-1980s by updating national school curricula in social science subjects such as history and geography so as to reflect the new realities. France has done so, whereas England has not. This study asks how one explains this variation in outcome. Established explanations for why Britain has been a more reluctant European than France on other issues provide a useful starting point. However, a more thorough explanation for the outcome on this issue is gained by instead looking at the role of historical legacies in education ("laissez-faire" and decentralization in England and "faire" and centralization in France) that date back to the beginnings of the spread of mass education in the 19th century. These unique national legacies served as a prism through which Europeanization was filtered, and this contributes to an understanding for the variation in contemporary curricula content.

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Detail Information

Series Title

Comparative Political Studies

Call Number

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Publisher

Thousand Oaks, CA : Sage Publication., 2009

Collation

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Language

English

ISBN/ISSN

0010-4140

Classification

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Content Type

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Media Type

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Carrier Type

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Edition

Volume 42, Number 7, July 2009. pp. 916-944

Subject(s)

Education
France
Europeanization
England
Historical Legacies
Europeanization, Education, and School Curricula

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