This article explores the leading ideas of the Ukrainian educators and the reform of school education in the era of the Ukrainian revolution (1917-1921), in the context of the values of both Europe and the wider world. Under Soviet rule (1921-1991), this period was obscured by a false narrative, but with the proclamation of Ukraine's independence…

This article provides an historical case study of an abortive attempt to revise policy and legislation relating to Religious Education (RE) in English schools in the late 1960s and early 1970s. Drawing upon published sources, including parliamentary debates, as well as previously unutilised national archival sources from the Department of…

This article examines the uptake of "suzhi"--roughly glossed as "quality"--in China's recent curriculum reform called "suzhi jiaoyu" (Education for Quality) in the rural ethnic context of Qiandongnan. It engages with three layers of analysis. First is a brief etymological overview of "suzhi" to map out its…

Profiles the career and contributions of educator and historian Lucy Maynard Salmon. Salmon's work on uniform standards for college admission became the basis of the College Entrance Examination. She developed a curriculum for elementary school history instruction that incorporated classical literature, folk tales, and biographies. (MJP)

Summarizes the various interpretations and representations of Canadian educational history in textbooks and other scholarly publications from the last 20 years. Charts the appearance in educational history of intellectual and social history, as well as minority and feminist considerations. (MJP)

Maintains that criticism of the National History Standards is inaccurate and politically motivated. Claims that conservatives value history instruction as an inculcation of patriotism rather than a search for truth. Praises the Standards as fair, insightful, and useful. (MJP)

Claims that the proposed National History Standards subvert the legitimate purpose of history instruction, the explanation and understanding of historical meaning, in an effort to redress historical grievances. Argues that the Standards apply a critical perspective to European culture while celebrating the achievements of native cultures. (MJP)

Criticizes the very notion of national standards for history. Maintains that the interpretative nature of historical study does not lend itself to the establishment of a single set of curricular standards. Argues that the most effective means of improving history instruction is to improve education for history teachers. (MJP)