Intercultural Citizenship Education and Accountability. An Insight from the History of School Subjects

Jesús Romero Morante, María Louzao Suárez

Abstract


The international organizations that set the agenda for educational policies have incorporated among their principles the desirability of intercultural education. The current Spanish legislation (LOMCE) has accordingly done so, at least as a mere formality. At the same time, however, it has instituted an accountability regime based on standards and external standardized assessments. We wonder if such a «regime» actually encourages or deters intercultural citizenship education. Since this law is not yet fully operational in Spain, this article seeks evidence through an original historical analysis of two British curriculum projects, interrupted by the implementation of a similar institutional arrangement in England after the approval of the Education Reform Act in 1988.


Keywords


Intercultural education; accountability; standards; external assessments; curriculum; history of school subjects

References


Acemoglu, D., & Robinson, J. A. (2014). Por qué fracasan los países. Los orígenes del poder, la prosperidad y la pobreza. Barcelona: Deusto-Planeta.

Banks, J. A. (2007). Educating Citizens in a Multicultural Society. New York: Teachers College Press.

Banks, J. A. (2014). Emigración global, diversidad y educación para la ciudadanía. Revista Electrónica Interuniversitaria de Formación del Profesorado, 17(2), 1-11. Recuperado el 12 de diciembre de 2016, de: http://dx.doi.org/10.6018/reifop.17.2.197571.

Barrett, M. (Ed.). (2013). Interculturalism and Multiculturalism: Similarities and Differences. Strasbourg: Council of Europe Publishing.

Blyth, W. A. L. (1967). Primary Schools and their Local Environment. En Blyth, W. A. L., English Primary Education. A Sociological Description. Vol. II: Background (pp. 80-107). London: Routledge & Kegan Paul.

Blyth, W. A. L. (1973). History, Geography and Social Science 8-13: A Second-generation Project. En Taylor, P. H., & Walton, J. (Eds.), The Curriculum: Research, innovation and change (pp. 40-51). London: Ward Lock Educational.

Blyth, W. A. L. et al. (1975). Place, Time and Society 8-13: An Introduction. Bristol: Collins ESL Bristol for the Schools Council.

Blyth, W. A. L. et al. (1976). Place, Time and Society 8-13: Curriculum Planning in History, Geography and Social Science. Bristol: Collins ESL Bristol for the Schools Council.

Blyth, W. A. L., & Derricott, R. (1977). The Social Significance of Middle Schools. London: Batsford.

Blyth, W. A. L., Rudd, A., Derricott, R., Cooper, K., & Wenham, P. (1978). Aspects of power in the genesis and development of one curriculum project. En Richards, C. (Ed.), Power and the Curriculum. Issues in curriculum studies (pp. 149-162). Driffield: Nafferton Books.

Bolívar, A. (2004). Ciudadanía y escuela pública en el contexto de diversidad cultural. Revista Mexicana de Investigación Educativa, 9(20), 15-38.

Bowe, R., Ball, S. J., & Gold, A. (1992). Reforming education and changing schools. Case studies in policy sociology. London: Routledge.

Callaghan, J. (1996). The Ruskin College speech. En Ahier, J., Cosin, B., & Hales, M. (Eds.), Diversity and Change. Education, Policy and Selection (pp. 199-204). London: Routledge.

Carnoy, M., Elmore, R. y Siskin, L. (Eds.) (2003). The new accountability: High schools and high-stakes testing. New York: Routledge-Falmer.

Cox, C. B. y Dyson, A. E. (eds.) (1969). Fight For Education. A Black Paper. London: Critical Quarterly Society.

Cuesta, R. (1997). Sociogénesis de una disciplina escolar: la Historia. Barcelona: Pomares-Corredor.

Chitty, C. (1992). From Great Debate to Great Reform Act: The Post-war Consensus Overturned, 1976-88. En Rattansi, A., & Reeder, D. (Eds.), Rethinking Radical Education. Essays in Honour of Brian Simon (pp. 27-51). London: Lawrence & Wishart.

Dalton, T. H. (1988). The Challenge of Curriculum Innovation. A Study of Ideology and Practice. London: The Falmer Press.

Derricott, R. (1984). Place, Time and Society 8-13: Retrospect and prospect. The Social Science Teacher, 13(3), 81-83.

Derricott, R. (1993). Place, Time and Society, and the Schools Council 8-13: Breadth of View and Balance of Interests. En Campbell, R. J. (Ed.), Breadth and Balance in the Primary Curriculum (pp. 111-121). London: The Falmer Press.

Derricott, R. et al. (1977). Place, Time and Society 8-13. Themes in Outline. Bristol: Collins ESL Bristol for the Schools Council.

DES (1967). Children and their Primary Schools. A report of the Central Advisory Council for Education (England). London: Her Majesty’s Stationery Office.

DES (1977). Education in Schools: a Consultative Document. Presented to Parliament by the Secretary of State for Education and Science and the Secretary of State for Wales. London: Her Majesty’s Stationery Office.

DES (1978). Primary education in England. A survey by HM Inspectors of Schools. London: Her Majesty’s Stationery Office.

DES (1980). A framework for the school curriculum. Proposals for consultation by the Secretaries of State for Education and Science and for Wales. London: Department of Education and Science.

DES (1982). Education 5 to 9. An illustrative survey of 80 first schools in England. London: Her Majesty’s Stationery Office.

DES (1983). 9-13 Middle Schools. An illustrative survey. London: Her Majesty’s Stationery Office.

DiCicco, M. C. (2016). Global Citizenship Education within a Context of Accountability and 21st Century Skills: The Case of Olympus High School. Education Policy Analysis Archives, 24(57). Recuperado el 5 de diciembre de 2016, de: http://dx.doi.org/10.14507/epaa.24.2364.

Elliott, G. (1976). Place, Time and Society 8-13. Teaching for Concepts. Bristol: Collins ESL Bristol for the Schools Council.

Elliott, G., Sumner, H., & Waplington, A. (1976). People on the move. Place, Time and Society 8-13. Bristol: Collins ESL Bristol for the Schools Council.

Elliott, J., & Macdonald, B. (Eds.) (1975). People in classrooms. Teacher Evaluations of the Humanities Curriculum Project. Norwich: Centre for Applied Research in Education, University of East Anglia.

Evans, N. (2005). Curriculum Change in Secondary Schools, 1957-2004. An educational roundabout? London: Routledge.

Evans, R. W. (2015). Schooling Corporate Citizens. How Accountability Reform has Damaged Civic Education and Undermined Democracy. New York: Routledge.

Fernández Enguita, M. (2016). La educación en la encrucijada. Madrid: Fundación Santillana.

Goodson, I. F. (1998). «Nations at Risk» and «National Curriculum»: Ideology and Identity. En Goodson, I. F. et al., Subject Knowledge: Readings for the Study of School Subjects (pp. 150-164). London: The Falmer Press.

Habermas, J. (1999). La inclusión del otro. Estudios de teoría política. Barcelona: Paidós.

Hajisoteriou, C., & Angelides, P. (2016). The Globalisation of Intercultural Education. London: Plagrave Macmillan.

Hughes, M. (Ed.). (1996). Teaching and Learning in Changing Times. Oxford: Blackwell.

ILEA (1980). Social studies in the primary school. Curriculum guidelines. London: Inner London Education Authority Learning Materials Service.

Lakoff, G. (2007). No pienses en un elefante. Lenguaje y debate político. Madrid: Editorial Complutense.

Lawton, D., Campbell, J., & Burkitt, V. (1971). Social studies 8-13. Schools Council Working Paper 39. London: Evans/Methuen Educational.

Marín, M. A. (2013). La construcción de una ciudadanía intercultural inclusiva: instrumentos para su exploración. Archivos Analíticos de Políticas Educativas, 21(29). Recuperado el 3 de diciembre de 2016, de: http://epaa.asu.edu/ojs/article/view/1144.

Meyer, J. W., & Ramírez, F. O. (2010). La educación en la sociedad mundial. Teoría institucional y agenda de investigación de los sistemas educativos contemporáneos. Barcelona: Octaedro.

MECD (2013). Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa. Boletín Oficial del Estado, 295, 10 de diciembre, 97858-97921.

MECD (2014). Real Decreto 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria. Boletín Oficial del Estado, 52, 1 de marzo, 19349-19420.

Nichols, S. L., & Berliner, D. C. (2007). Collateral Damage. How High-Stakes Testing Corrupts America’s Schools. Cambridge, Mass: Harvard Education Press.

Romero, J. (2014). Conocimiento escolar, ciencia, institución y democracia. Education Policy Analysis Archives, 22 (21). Recuperado el 4 de diciembre de 2016, de: http://dx.doi.org/10.14507/epaa.v22n21.2014.

Romero, J., & Estellés, M. (2015). Educación para la ciudadanía y currículum: sus regímenes de verdad en perspectiva histórica. En Borghi, B., García, F.F., & Moreno, O. (Eds.), Novi cives: cittadini dall’infanzia in poi (pp. 63-76). Bologna: Pátron Editore.

Romero, J., & Luis, A. (2006). Restructuración de los sistemas educativos y cambios en la formación inicial del profesorado. Algunas reflexiones a partir del caso inglés. En Escudero, J. M., & Luis, A. (Eds.), La formación del profesorado y la mejora de la educación (pp. 83-122). Barcelona: Octaedro.

Romero, J., & Luis, A. (2008). El conocimiento socio-geográfico en la escuela: las tensiones inherentes a la transmisión institucionalizada de cultura y los dilemas de la educación para la democracia en este mundo globalizado. Scripta Nova. Revista electrónica de Geografía y Ciencias Sociales, XII(270, 123). Recuperado el 15 de diciembre de 2016, de: http://www.ub.es/geocrit/sn/sn-270/sn-270-123.htm.

Ross, A. (1982). In-Service and curriculum development. An approach to curriculum dissemination based on in-service education within a single authority: the case of social studies in ILEA primary schools. British Journal of In-Service Education, 9(2), 126-136.

Ross, A. (1995). The Rise and Fall of the Social Subjects in the Curriculum. En Ahier, J., & Ross, A. (Eds.), The Social Subjects Within the Curriculum. Children’s Social Learning in the National Curriculum (pp. 53-78). London: The Falmer Press.

Schools Council Dissemination Working Party (1974). Dissemination and in-service training: report of the Schools Council Working Party on Dissemination (1972-73). Schools Council Pamphlet nº 14. London: Schools Council.

Steadman, S. D., Parsons, C., & Salter, B. G. (1978). Impact and take-up project: an enquiry into the impact and take-up of Schools Council funded activities. A first interim report to the Programme Committee of the Schools Council. London: Schools Council.

Sumner, H., & Derricott, R. (1975): Money. Place, Time and Society 8-13. Bristol: Collins ESL Bristol for the Schools Council.

Thatcher, M. (1989). Extracts from Margaret Thatcher’s Speech to the Conservative Party Conference, 1987. En Moon, B., Murphy, P., & Raynor, J. (Eds.), Policies for the Curriculum (pp. 277-278). London: Hodder & Stoughton.

Tröhler, D. (2013). Los lenguajes de la educación. Los legados protestantes en la pedagogización del mundo, las identidades nacionales y las aspiraciones globales. Barcelona: Octaedro.

Tyack, D. & Tobin, W. (1994). The «grammar» of schooling: why has it been so hard to change? American Educational Research Journal, 31(3), 453-479.

Wagstaff, S. (1978). People around us. Unit 1: Families. Teachers’ Guide. London: A&C Black in association with ILEA Learning Material Services.

Wagstaff, S. (1979): People around us. Unit 2: Friends. Teachers’ Guide. London: A&C Black in association with ILEA Learning Material Services.

Wagstaff, S. (1980): People around us. Unit 3: Work. Teachers’ Guide. London: ILEA Learning Materials Service.

Walsh, C. (2010). Interculturalidad crítica y educación intercultural. En Viaña, J., Tapia, L., & Walsh, C. (Eds.), Construyendo Interculturalidad Crítica (pp. 75-96). La Paz: III-CAB.

Whitehead, D. J. (1980). The Dissemination of Educational Innovations in Britain. London: Hodder and Stoughton.

Whitty, G. (2000). Teoría social y política educativa. Ensayos de sociología y política de la educación. Barcelona: Pomares-Corredor.




DOI: http://dx.doi.org/10.14516/ete.179

Refbacks

  • There are currently no refbacks.




Copyright (c) 2017 Espacio, Tiempo y Educación

ISSN: 2340-7263

DOI prefix: 10.14516/ete

URL: www.espaciotiempoyeducacion.com

FahrenHouse: Salamanca, Spain

Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)