Daniel Tröhler



This article seeks to advocate the genre Curriculum History as a most promising way to conduct international and comparative research in education. Advocating Curriculum History as a Camino Real in education research this article is organized around two major questions or challenges: first, the historiographic challenge between the national and the global, and second the double team of constitution and curriculum. The first challenge is connected to the fact that Curriculum History owes its own emergence to particular cultural assumptions facing specific problems a century ago, namely the idea(l) of American citizenship and the challenges of massive immigration, modernization in terms of commercialization of life and the growth of large cities. In order to prevent a hegemonic export of this particular US-American construction of Curriculum History this article suggests to emancipate international research from these cultural assumptions and to define its central concepts, citizen, nation, and society, as floating signifiers that have been materialized in each case differently in the individual nation-states. The second challenge builds on this formalized analytical grid and focuses on how precisely these floating signifiers have become materialized in the different nation-states. Thereby it is assumed that the national curricula respond to nationally different idea(l)s of citizenship as bearers and implementers of a social order defined by politically dominating cultural preferences. It is therefore being suggested to analyze the relations between the different national constitutions as highest authorities to define the ideal political and social order of a given nation-states and the role of its citizens, on one side, and the curricula as crucial means of making these desired future citizens of this envisioned social order.



Este artículo pretende abogar por el desarrollo de la Historia del Currículum como un género y forma prometedora de realizar investigaciones internacionales y comparativas en educación1. El artículo se organiza en torno a dos grandes interrogantes o desafíos: primero, el desafío historiográfico entre lo nacional y lo global y, en segundo lugar, el doble tándem de constitución y currículum. El primer desafío está relacionado con el hecho de que la Historia del Currículum debe su propia aparición a supuestos culturales específicos que enfrentan problemas también específicos desde hace un siglo, la idea de la ciudadanía norteamericana y los desafíos de la inmigración masiva, la modernización en términos de comercialización de la vida y el crecimiento de las grandes ciudades. Con el fin de evitar una exportación hegemónica de esta construcción estadounidense de la Historia del Currículum, este artículo sugiere emancipar la investigación internacional de estos supuestos culturales y definir sus conceptos centrales −ciudadano, nación y sociedad− como significantes flotantes que se han materializado en cada caso de manera diferente dentro de los Estados-nación individuales. El segundo desafío se basa en esta cuadrícula analítica formalizada y se centra en la precisión con que estos significantes flotantes se han materializado en los diferentes Estados-nación. Por lo tanto, se supone que los planes de estudios nacionales responden a un(a) idea(l) nacional diferente de la ciudadanía como portadores e implementadores de un orden social definido por preferencias culturales políticamente dominantes. Por lo tanto, se sugiere analizar las relaciones entre las distintas constituciones nacionales como máximas autoridades para definir el orden político y social ideal de una nación-Estado dada y el papel de sus ciudadanos, de un lado, y el de los currículos como medios cruciales para construir los deseados futuros ciudadanos de este orden social imaginado.

Palabras clave

Curriculum, historia, investigación internacional comparada, ciudadano, nación, sociedad, constitución

Texto completo:



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