By Carmen Gloria Zúñiga, Thomas O'Donoghue, Simon Clarke
The point of interest of this publication is at the secondary institution historical past curriculum in Chile from colonial occasions to the current. when it comes to historical past, cognizance is paid to the improvement of the background curriculum within the 3 nations that have most affected academic advancements in Chile, specifically, England, the USA of the US and Spain. the educational literature at the historical past curriculum in the course of the English-speaking and Latin-speaking global, particularly at the reasons hooked up to historical past as a faculty topic and the range of pedagogical techniques prescribed can also be thought of. the result of a undertaking that addressed the next interrelated learn questions are then defined: • what's the old historical past to the present secondary university heritage curriculum in Chile? • What are the present advancements of the secondary university background curriculum in Chile? • What are the problems of outrage for secondary college heritage lecturers in Chile? At a variety of occasions the instructing of the topic ranged from being within the 'great culture' technique, emphasizing teacher-centred actions and repetition of content material wisdom, to being within the 'new historical past' culture, emphasizing the promoting of lively studying, student-centred actions and the encouragement of the ancient approach to enquiry. The research additionally info present problems with situation for academics concerning the implementation of the present curriculum framework for secondary university heritage. The booklet concludes with a attention of implications for perform in components touching on curriculum improvement, educating and studying, administration and management, instructor education, improvement practices in Chile.
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Additional info for A Study of the Secondary School History Curriculum in Chile from Colonial Times to the Present
The ensuing debate ended with the approval of a new curriculum framework in 2001, which was named the Ley Orgánica de la Calidad de la Educación or LOCE (Law of Educational Quality). However, this was never implemented (Prats, 2000). Instead, in 2006, the government of the Spanish Socialist Workers’ Party decided to modify the existing framework and pass the Ley Orgánica de Educación or LOE (General Law of Education), which remains in force today (Prats, 2000). Secondary schools in Spain aim at ensuring equity for all students.
This is not an easy task in a multi-cultural and democratic society (Ross, 2006). The 1980s was one decade when the national debate on the social studies curriculum increased. Criticism and concern over the secondary school curriculum in general, and over the social studies’ curriculum in particular, were aired in the public arena (Patrick & White, 1992). It was pointed out that there was a lack of agreement about subject content priorities, low expectations regarding students achievement, inappropriate coverage of relevant content knowledge in history, geography, civics, and economics, and lack of integration of the different disciplines within school years and between them (Patrick & White, 1992).
Foster, 2008; Pellens, 1991; Taylor, 2000). As Pellens (1991) alerted us over twenty years ago, the action of choosing the content, skills, and values to be taught in history classrooms is usually taken at two main levels. The first one is the central-government level and the second one is the local-school level. The decision-making process conducted at central-governmental level is typical of totalitarian, or paternalistic, societies. In these settings, the government centrally determines the historical content, resources, and assessment methods to be 37 CHAPTER 3 implemented within classrooms.