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Journal articles on the topic 'National history curriculum'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Vella, Yosanne. "History in Malta's New National Curriculum Framework." History Education Research Journal 11, no. 2 (May 1, 2013): 125–35. http://dx.doi.org/10.18546/herj.11.2.10.

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In February 2013 Malta's new national Curriculum, entitled 'A New National Framework for All' was launched. It was the end result of almost three years of meetings, debates, discussions, consolations and draft documents. This paper first gives a brief description of the historical background of Curricula in Malta, all of which eventually lead up to the present one, and then goes on to discuss specifically history in Maltese Curricula. Today it is no exaggeration to say that, of all school subjects history is the one which has undergone the most radical transformation as far as its pedagogy is concerned. History teaching in Malta now focuses on the learning of specific history skills and concepts, and analyses and interpretation of primary and secondary sources. However, history does not have a high status in the Maltese educational system and there were clear intentions in the initial stages of the creation of the new curriculum to eliminate the subject. This paper describes the advances in history pedagogy experienced in Malta in the past 20 years and the endeavours of the writer to retain history as a separate academic subject in the new curriculum.

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2

Kaye, Harvey J., and Richard Aldrich. "History in the National Curriculum." History of Education Quarterly 32, no. 1 (1992): 131. http://dx.doi.org/10.2307/368416.

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3

Bowen, Lloyd, Kate Bradley, Simon Middleton, Andrew Mackillop, and Nicola Sheldon. "History in the UK National Curriculum." Cultural and Social History 9, no. 1 (March 2012): 125–43. http://dx.doi.org/10.2752/147800412x13191165983114.

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4

Yang, Joung-Hyun. "Alternatives to National History Curriculum : Local-Modern History." History & the World 53 (June 30, 2018): 1–24. http://dx.doi.org/10.17857/hw.2018.06.53.1.

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5

Jones, Gareth Elwyn. "History in the National Curriculum: a lesson in curriculum devolution." Curriculum Journal 20, no. 4 (December 2009): 331–44. http://dx.doi.org/10.1080/09585170903424807.

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6

Fozdar, Farida, and Catherine Ann Martin. "Making History: the Australian history curriculum and national identity." Australian Journal of Politics & History 67, no. 1 (March 2021): 130–49. http://dx.doi.org/10.1111/ajph.12766.

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7

Jung, Jinkyung. "Making National Curriculum in History with the Concept of ‘Competence’: Referencing ‘2015 National Curriculum’." Korean History Education Review 153 (March 31, 2020): 113–61. http://dx.doi.org/10.18622/kher.2020.03.153.113.

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8

Essa, Fawzia Osman, Abdulai Abukari, and Byabashaija Deusdedit. "Post-War and Development of a Historical Curriculum in Somalia." Scholars Journal of Arts, Humanities and Social Sciences 9, no. 10 (October 14, 2021): 489–501. http://dx.doi.org/10.36347/sjahss.2021.v09i10.003.

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This qualitative approach article assessed the relationship between post war and the development of a Historical Curriculum for secondary schools in Somalia. Relevant knowledge and understanding of history encourages reconciliation and unity. Besides, poor curriculum and inadequate pedagogical practices undermine the merit of the history curriculum as an educational timely intervention. This may be linked to the mismatch between theory and practice. The study was anchored on the Social Identity Theory. The semi-structured interviews were used to garner information for the research study. A total of 11 people participated in the interviews. Results reveal that history curricula of Somalia has no relevancy in terms of developing national social identity. Qualitative interviews discovered five themes that appeared to be traits of a good curriculum: Relevancy, Powerful Knowledge, Cause and Consequences, Change and Continuity, and Difficult History. The results enabled the curriculum developers to possess knowledge for the development of a historical thematic curriculum. It was concluded that establishing a national relevant curriculum may encourage national identity and patriotism. Therefore, there is need for the government to increase funding for the development of a relevant national curriculum for secondary schools in Somalia.

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9

Budiarti, Budiarti, and Giri Rachmawati Fahmi. "CONTENT OF WOMEN HISTORY IN THE CURRICULUMOF HISTORY FOR SENIOR HIGH SCHOOL COMPARISON STUDY OF 1994, 2004, AND 2006." Historia: Jurnal Pendidik dan Peneliti Sejarah 14, no. 1 (June 1, 2013): 69. http://dx.doi.org/10.17509/historia.v14i1.1921.

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This paper reviewed the content of women in history in the 1994, 2004 (KBK), and 2006 curriculums. It uses content analysis method. The result of this research shows that the content of women history was not increased and in different in from curriculum to the others. In 1994 Curriculum, women history only focused on the woman organizations in national movement period. In KBK and KTSP, there was women history in Hinduism-Buddhism era, and in the colonial era. In KBK and 2006 curriculums, students could learn more although the material was not as complete as in 1994, but they can learn it from the internet. From the analysis result of the women history narration in history textbook in 1994 Curriculum, KBK, and 2006 curriculums, because of the patriarchy culture and political factor, the writing of women history was androcentric.

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10

Hues, Henning. ""Mandela, the Terrorist"." Journal of Educational Media, Memory, and Society 3, no. 2 (September 1, 2011): 74–95. http://dx.doi.org/10.3167/jemms.2011.030205.

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This article focuses on how some aspects of the South African history curriculum are interpreted and "lived out" in two South African high schools. The article introduces the history curriculum reconstruction process and its surrounding developments from 1994 until the release of the National Curriculum Statement in 2003. It then focuses on the curricular intentions, which reflect the reorganization of history teaching and serve as a benchmark for teachers. Using empirical data gathered in Afrikaans schools, I describe how classroom practices represent the history curriculum. The data indicates that schools provide space for curriculum modification and the creation of a "hidden curriculum."

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11

Novianto, Victor, Hieronymus Purwanta, and Bayu Ananto Wibowo. "The The Presentation Quality of Indonesian High School History Textbooks During the New Order Administrative and After (1975-2008)." Diakronika 22, no. 1 (June 30, 2022): 36–57. http://dx.doi.org/10.24036/diakronika/vol22-iss1/232.

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This study aimed to analyze the presentation quality of history textbooks used for the national curriculum 1975-2008. The function of the Presentation is to develop students' independent learning. The method used in this study is content analysis. Contents of the history textbooks were analyzed and assessed for presentation aspects using the textbook criteria developed by the Board of National Standards for Education. The result shows that attention for Presentation began on history textbooks for the 1984 curriculum and grew in the following periods of curriculums. The presentation aspects of the history textbook achieved their peak on the 2006 curriculum, where the Board established textbook criteria in selecting textbooks for Indonesian schools. One of the criteria was presentation aspects

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12

Hwang, Eun-Hei. "Reviews on Elementary History Curriculum and Descriptions in Textbooks - From the 2007 national curriculum to the 2015 national curriculum -." Korean History Education Review 147 (September 30, 2018): 157–201. http://dx.doi.org/10.18622/kher.2018.09.147.157.

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13

Haas, Claus. "Folkeskolens historieundervisning - National og/eller flerkulturel historiepolitik?" Slagmark - Tidsskrift for idéhistorie, no. 60 (March 9, 2018): 131–45. http://dx.doi.org/10.7146/sl.v0i60.103997.

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In 2005 the Danish government launched a reform of the history curriculum of the Danish Primary School. The result of this reform was new curriculum guidelines, including a remarkable new invention in Danish educational history – a mandatory ‘history canon’, consisting of 27 ‘places of memory’. In this article I analyze the politics of history and memory of this reform – seen from an official nation-state perspective. I ask: How did the government prioritize between concerns of national and multicultural politics of history? Was the new curriculum guidelines an attempt to renationalize the curriculum, and/or and attempt to strengthen a multiculturaldimension? I conclude that the former turned out to be the main concern.

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14

양정현. "Scope and Sequence of ‘2007 National History Curriculum." Teacher Education Research 49, no. 3 (December 2010): 219–40. http://dx.doi.org/10.15812/ter.49.3.201012.219.

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15

Alexander, Claire, and Debbie Weekes-Bernard. "History lessons: inequality, diversity and the national curriculum." Race Ethnicity and Education 20, no. 4 (February 28, 2017): 478–94. http://dx.doi.org/10.1080/13613324.2017.1294571.

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16

Medley, Robert, and Carol White. "Assessing the National Curriculum: lessons from assessing history." Curriculum Journal 3, no. 1 (March 1992): 63–74. http://dx.doi.org/10.1080/0958517920030107.

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17

Halbert, Kelsey, and Peta Salter. "Decentring the ‘places’ of citizens in national curriculum: the Australian history curriculum." Curriculum Journal 30, no. 1 (March 2019): 8–23. http://dx.doi.org/10.1080/09585176.2019.1587711.

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18

Cho, Seong-Woon. "The Third National History Curriculum Development and Reorganization of History Textbook." History Education Review 27 (November 30, 2018): 41–84. http://dx.doi.org/10.31968/hae.2018.11.27.041.

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19

Goldberg, Tsafrir, and David Gerwin. "Israeli history curriculum and the conservative - liberal pendulum." History Education Research Journal 11, no. 2 (May 1, 2013): 111–24. http://dx.doi.org/10.18546/herj.11.2.09.

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At sixty-four Israel is still a comparatively young nation state, just passing from the 'developing' to the 'developed' phase. It has had five different history curricula for the Jewish 'Mamlakhti' (public non-religious) and the Arab sectors, which account for the majority of the students. For the first five decades the history curriculum did not ignite much controversy. The first curriculum was a rallying curriculum centered on the Jewish national movement and the establishment of Israel. In 1975 an 'academized' curriculum incorporated historical thinking goals – a move away from just an identification stance and towards an analytic stance. The mandatory baccalaureate examination, however, pushed for memorization and coverage. The fourth curriculum in 1993 integrated Jewish and world history with a slightly greater emphasis on world history, covered Israel's first three wars, and historical Jewish Diasporas and ethnicities. One textbook in the late nineties included cases of the deportation of Palestinian civilians during Israel's independence war. The decade since the turn of the millennia has been turbulent and inconsistent. New 'heritage' projects sponsored by right-wing Ministers of Education have alternated with curriculum emphasizing critical thinking, interpretation and multiple sources. The pendulum swung from expressive populist ethnocentricity to critical inquiry and diversity and back. New policies are haphazardly and partially enforced until a rival coalition reaches power and 'debates' curricula by publicizing the attempts to undo or alter them. Little attention was given to the ways teachers or students actually enacted and perceived the curriculum.

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20

Nelson, Janet L. "A Place for Medieval History in the National Curriculum?" History Workshop Journal 29, no. 1 (1990): 103–6. http://dx.doi.org/10.1093/hwj/29.1.103.

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21

Bigger, Stephen. "National Curriculum Geography and History proposals: an RE perspective." Journal of Beliefs & Values 11, no. 2 (January 1990): 9–10. http://dx.doi.org/10.1080/1361767900110203.

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22

Blyth, Joan, and Paul Bish. "History 5–11: Issues raised by the National Curriculum." Education 3-13 18, no. 2 (June 1990): 15–18. http://dx.doi.org/10.1080/03004279085200161.

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23

Terry, Paul. "Accommodating the history of music within the National Curriculum." British Journal of Music Education 12, no. 1 (March 1995): 29–43. http://dx.doi.org/10.1017/s0265051700002370.

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Under current legislation, the history of music forms a specific strand of listening and appraising at Key Stages 1 to 3. This article discusses some philosophical and practical aspects of these current requirements, together with their implications for further and higher education, as well as attempting an anticipation of future developments in the light of the recent review of the National Curriculum as a whole.

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24

Little, Vivienne. "A national curriculum in history: A very contentious issue." British Journal of Educational Studies 38, no. 4 (November 1990): 319–34. http://dx.doi.org/10.1080/00071005.1990.9973860.

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25

Essa, Fawzia Osman, Abdulai Abukari, and Byabashaija Deusdedit. "Educators’ Perceptions and Curriculum History in Somalia." Scholars Journal of Arts, Humanities and Social Sciences 9, no. 9 (September 11, 2021): 417–21. http://dx.doi.org/10.36347/sjahss.2021.v09i09.005.

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This study analysed the connection between educators’ perceptions and curriculum history of secondary schools in Somalia. With the utilisation of descriptive research design, a self administered questionnaire and an interview guide were employed to collect information which was used to achieve the specific objective of assessing the effect of educators’ perceptions on curriculum history of secondary schools in Somalia . The study adopted a mixed methods paradigm with descriptive research design , quantitative and qualitative approaches. A sample of 300 participants were chosen using Slovene’s formula. Data was collected using survey questionnaire and interview schedule and analyzed using descriptive statistics and chi-square test for quantitative data and thematic sythesis was used for analyzing qualitative data .The study findings established a significant relationship between educators’ perceptions and curriculum history of secondary schools in Somalia . The study concluded by proposing a model that can assist policy-makers in Somalia to change current history curricula to construct one that supports a Somalia national identity . From the study findings, the researcher recommended that using a humanistic approach to curriculum evaluation in post-conflict contexts may help teachers to explore people’s perceptions, attitudes, and beliefs.

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26

Tröhler, Daniel. "Curriculum History in Europe: A Historiographic Added Value." Nordic Journal of Educational History 3, no. 1 (May 24, 2016): 3–24. http://dx.doi.org/10.36368/njedh.v3i1.65.

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This article advocates for a particular understanding of curriculum history that enables educational research to emancipate itself from national idiosyncrasies. It suggests focusing, in the frame of a cultural history, on the interrelation between the constitutions, which define the ideal social order and the envisaged ideal citizens, and the curriculum, which provides “educational opportunities” – that is, pre-organised or preconfigured pathways of educational careers. The article thereby stresses that the fundamental notions of this research program – nation, society, and citizen – need to be handled as floating signifiers that are materialised differently in the various individual nation-states. The article argues that against this background, a European education history that respects national or cultural distinctions without getting trapped by national idiosyncrasies is possible.

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27

Etherton, Judith. "Record offices and the national curriculum." Journal of the Society of Archivists 12, no. 1 (March 1991): 51–62. http://dx.doi.org/10.1080/00379819109514395.

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28

Gonzalez Delgado, Mariano, and Christine Woyshner. "Curriculum history and new agenda for research: A national and international landscape." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 1. http://dx.doi.org/10.14516/ete.193.

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In the Introduction to this special issue, the editors review the field of curriculum history to date and present new ways of investigating the past of the course of study. Relying on the notion that curriculum is comprised of the discursive practices in educational settings that transcend location and time, they discuss research on the social and political forces that shaped school subjects and how researchers rely on textbooks as primary sources. After an overview of each essay, the editors reveal that new directions in curriculum history are focusing on transnational influences and curriculum as enacted outside of schools in such places as voluntary organizations and prisons.

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29

SHELDON, NICOLA. "Politicians and History: The National Curriculum, National Identity and the Revival of the National Narrative." History 97, no. 326 (April 2012): 256–71. http://dx.doi.org/10.1111/j.1468-229x.2012.00550.x.

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30

Choi, Jaeyoung. "Analysis of Learning Contents of Asian History of Middle and High School History National Curriculum and Textbooks- Focusing on 2011 History National Curriculum and Content Elements of Chinese History -." Korean History Education Review 147 (September 30, 2018): 201–36. http://dx.doi.org/10.18622/kher.2018.09.147.201.

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31

Stewart, Georgina, Tony Trinick, and Hēmi Dale. "Te Marautanga o Aotearoa: History of a national Māori curriculum." Curriculum Matters 13 (December 15, 2017): 8–20. http://dx.doi.org/10.18296/cm.0018.

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32

Cleophas, Francois J. "Shaping a decolonised sport history curriculum through the national question." Yesterday and Today, no. 20 (2018): 148–64. http://dx.doi.org/10.17159/2223-0386/2018/n19a7.

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33

Lodge, Caroline. "History and the Personal-Social in the National Curriculum Proposals." Pastoral Care in Education 9, no. 3 (September 1991): 26–28. http://dx.doi.org/10.1080/02643949109470750.

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34

Ali, Linda. "The Case for Including Black History in the National Curriculum." Improving Schools 3, no. 1 (March 2000): 50–54. http://dx.doi.org/10.1177/136548020000300109.

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35

Booth, Martin. "Students' Historical Thinking and the National History Curriculum in England." Theory & Research in Social Education 21, no. 2 (March 1993): 105–27. http://dx.doi.org/10.1080/00933104.1993.10505695.

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36

Wood, Sydney, and Fran Payne. "The Scottish school history curriculum and issues of national identity." Curriculum Journal 10, no. 1 (March 1999): 107–21. http://dx.doi.org/10.1080/0958517990100108.

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37

Parry, Geraint. "The Sovereign as Educator: Thomas Hobbes's National Curriculum." Paedagogica Historica 34, no. 3 (January 1998): 711–30. http://dx.doi.org/10.1080/0030923980340302.

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38

Essa, Fawzia Osman, and Byabashaija Deusdedit. "Post War Education and Curriculum History in Somalia." Scholars Journal of Arts, Humanities and Social Sciences 9, no. 8 (August 25, 2021): 363–66. http://dx.doi.org/10.36347/sjahss.2021.v09i08.004.

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This study assessed the correlation between post war education and curriculum history of secondary schools in Somalia. With the use of descriptive research design, a survey questionnaire and an interview schedule were utilized to garner data which was used to answer the research question on how post war education leads to curriculum history of secondary schools with an aim of developing a new curriculum to address contemporary issues in education such as helping address the current identity crisis in Somalia. The study adopted a descriptive research design with quantitative and qualitative approaches. A sample of 300 respondents were selected using Slovene’s formula. Data was collected using questionnaire and interview guide and analyzed using descriptive statistics and Pearson’s chi-square statistical test for quantitative data and thematic analysis was used for analyzing qualitative data .The study findings established a significant relationship between post war education and curriculum history in Somalia . The study concluded that post war education has awakened people in Somalia that a relevant curriculum is essential for national development. From the study findings, the researcher recommended that there is a need for a new history curriculum. An integrated thematic instructional model was proposed to deliver a new content and narrative that seeks to develop social cohesion and reconciliation in order to reconstruct national identity in post-conflict Somalia.

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39

Taylor, Tony. "Scarcely an Immaculate Conception: New Professionalism Encounters Old Politics in the Formation of the Australian National History Curriculum." History Education Research Journal 11, no. 2 (May 1, 2013): 11–20. http://dx.doi.org/10.18546/herj.11.2.02.

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This paper deals with the political and educational background to the formation of the Australian national history curriculum first under the auspices of a newly-formed National Curriculum Board (2008-2009) and then under the auspices of the Australian Curriculum and Assessment Authority (2008-date) during the period 2008-2010. The author describes and analyses the political and educational circumstances that have led to interventions in the curriculum design process that may well vitiate the original intentions of the curriculum designers. The process of curriculum design began in 2008 with the formation of a professionally-based History Advisory Group of which the author was a member (2008-2012). The author outlines the activities and contribution of the History Advisory Group and its sometimes fraught relations with the Australian Curriculum and Assessment Authority. The author argues that these interventions which have been both political and educational, together with the well-intentioned process of consultation has led to unfortunate design changes and to politically-motivated delays in curriculum implementation which could lead to its being overturned by a successor conservative coalition government.

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40

Margrét Gestsdóttir, Súsanna. "The Challenges of History Education in Iceland." History Education Research Journal 11, no. 2 (May 1, 2013): 98–110. http://dx.doi.org/10.18546/herj.11.2.08.

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In this article the author discusses the teaching of history in Iceland, first and foremost in relation to the environment in which the subject finds itself, the legislation relating to it and the curriculum. Curriculum development over the past decades is examined, in addition to changes in teaching material and the general attitudes that have influenced both of these from the time of the struggle for national independence in the former half of the twentieth century. There is a discussion of the disputes that have arisen as a result of tampering with the curriculum and teaching material in history in recent years, both when new emphases were introduced in the eighties and when history teaching in upper secondary schools was substantially reduced with the new curriculum in 1999. Considerable attention is given to history teaching in upper secondary schools, despite there being a dearth of research at this level. There is quite a degree of evidence that history is popular amongst Icelandic students and the public at large. In this article, an attempt is made to analyse the state of history as a school subject in Iceland, not least in the light of the extensive freedom enjoyed by teachers in their jobs, bearing in mind that there are no standardized exams in the subject and no supervision of teaching methods. At present there is a review of the curricula at all school levels in Iceland and the future of history as a subject is therefore rather uncertain.

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41

Jo, Yeongkwang. "An Analysis of the Korean Ancient History in the 2015 Revised National History Curriculum." Journal of Humanities and Social sciences 21 10, no. 1 (February 28, 2019): 1277–90. http://dx.doi.org/10.22143/hss21.10.1.89.

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42

Cho, Seong-Woon. "Characteristics of Modern History Descriptions in National History Textbooks during the 4th Education Curriculum." History Education Review 30 (May 31, 2020): 93–150. http://dx.doi.org/10.31968/hae.2020.05.30.93.

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43

Joong-lak, Kim. "The Making of the History National Curriculum of 2014 in England." Society of History Education 56 (August 30, 2015): 69–98. http://dx.doi.org/10.17999/sohe.2015.56.03.

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44

Wood, Sydney. "The School History Curriculum in Scotland & Issues of National Identity." History Education Research Journal 3, no. 1 (January 1, 2003): 75–80. http://dx.doi.org/10.18546/herj.03.1.09.

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45

Knight, P. T., A. Farmer, and J. Hewitt. "Implementation and change in the National Curriculum: History in the 1990s." Education 3-13 19, no. 2 (June 1991): 17–22. http://dx.doi.org/10.1080/03004279185200161.

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46

Woolley, Mary Catherine. "Experiencing the history National Curriculum 1991–2011: voices of veteran teachers." History of Education 48, no. 2 (December 17, 2018): 212–32. http://dx.doi.org/10.1080/0046760x.2018.1544668.

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47

Tyldesley, Nicholas J. "A critique of the assessment arrangements for history in the National Curriculum: a response to Medley and White, ‘Assessing the National Curriculum: lessons from assessing history’." Curriculum Journal 4, no. 1 (March 1993): 127–29. http://dx.doi.org/10.1080/0958517930040111.

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48

Ahmad, Abdul Razaq, and Ahmad Rafaai Ayudin. "HISTORY CURRICULUM DEVELOPMENT MODEL TOWARDS NATION BUILDING OF MALAYSIA." Historia: Jurnal Pendidik dan Peneliti Sejarah 12, no. 1 (July 23, 2018): 40. http://dx.doi.org/10.17509/historia.v12i1.12116.

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Malaysia is a heterogenic country as the nation is formed by multiracial. Thus, national stability and racial harmony are depending on how relationship among ethnics is enhanced and preserved in order to form a strong nation state. The government is fully aware that educational institutions are the most important disseminators of unity values in enhancing the nation of Malaysia. Schools are the main disseminators through curriculum development and evaluation towards values of unity and national integration, in restoring understanding on the nation and the country. The Curriculum Development Model is the foundation of the research proposal to serve as an implementation manual to inculcate values of unity through History Curriculum. The implementation involves five relevant constructs in defining curriculum, involving comprehensive efforts in providing students education, which are: (1) textual contents (text books) (2) pedagogical elements, (3) inculcation of values, (4) usage of teaching aids and (5) assessment. This research evaluates the relationship among the five constructs towards the elements of racial unity in establsihing the nation state of Malaysia, with the demise of prejudiced and racial gap. The comprehensive curriculum empathizes on the importance of holistic unity components to ensure that the inculcation of values is successfully done through multiple dimensions.

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49

Lawson, Dorothy, Charles Plummeridge, and Keith Swanwick. "Music and the National Curriculum in Primary Schools." British Journal of Music Education 11, no. 1 (March 1994): 3–14. http://dx.doi.org/10.1017/s0265051700001996.

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Abstract:This inquiry focused on the initial implementation of the National Curriculum for music in primary schools. The findings – from 39 schools in different parts of England – indicate that although some teachers are confident about introducing the new curriculum, many perceive problems implementing the programme as presently formulated. In particular there is a reluctance to teach music history and notation to the extent specified and concern is expressed by class teachers over their ability to cope with all the requirements. Successful implementation wold seem to depend on the presence of supportive head teachers, proactive subject coordinators and appropriate INSET programmes.

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50

GARCÍA-ÁLVAREZ, David, and Jonatan ARIAS-GARCÍA. "Creating European citizens through citizenship, geography, and history education: a temporal and regional analysis of the Spanish curriculum." European Journal of Geography 13 (February 9, 2022): 1–21. http://dx.doi.org/10.48088/ejg.d.gar.13.1.1.21.

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The European Dimension in Education (EDE) is a policy promoted by the Council of Europe and the European Union that aims to foster active, critical citizenship based on common democratic values. It is also associated with the idea of promoting better knowledge of the European Union and of the concept of European citizenship. Ever since the policy was initially launched, EU Member States have been trying to add a European dimension to their education systems, although little progress has been made. In this paper, we study the way EDE has been integrated into the Spanish education system. Our research is based on an analysis of the national and regional curricula for Social Sciences (Geography, History) and Citizenship Education in compulsory secondary education, as these are the main subjects within which Spanish students are taught civic education. Results showed few signs of progress in the integration of EDE into the Spanish curriculum. In fact, a regressive trend was observed in some cases. The curriculum has varied a lot over the years in line above all with the ideology of the national government. It has also varied considerably across Spain’s different regions, which play an important role in the inclusion of EDE contents in the curriculum. The inclusion of specific subjects on Citizenship Education has provided a considerable boost to the integration of EDE into the Spanish curriculum. However, EU-related content is usually scarce and is never considered as important as content explaining the Spanish political system, citizenship, geography and history. Our paper concludes that a stronger European focus in the national curriculum would be highly recommended, so as to fully embrace EDE. In addition, a cross-party consensus should be reached on citizenship education and its contents, stressing the important role it can play as a separate subject.

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