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Knowledge transfer, educational change and the history of education New theoretical frameworks

Knowledge transfer, educational change and the history of education New theoretical frameworks Purpose – The purpose of this paper is to present a theoretical overview of the field of knowledge transfer and educational change and a discussion of the issues raised in the six papers in this special edition. Design/methodology/approach – A theoretical analysis of the field of knowledge transfer. Findings – The six papers consider issues such as the interplay of ideas between British and Indian educationalists, post‐war debates over literacy standards, the use of curriculum materials for the process of citizen formation, the influence of international exchanges in the education of adolescents for citizenship, Vigotsky and the transfer of knowledge across time, space, culture, disciplines and networks, and the way constructions of Chinese identity within history books were shaped by knowledge processes that transcended nation states. Originality/value – This special issue of the History of Education Review engages with new approaches that have become available to historians in the past decade illustrating how they might be applied for the first time to key issues in the history of education across colonial and state borders. It addresses questions about the movement of knowledge across national and cultural boundaries, and examines key problems facing educators in a range of colonial and postcolonial contexts. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png History of Education Review Emerald Publishing

Knowledge transfer, educational change and the history of education New theoretical frameworks

History of Education Review , Volume 42 (2): 7 – Oct 11, 2013

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Publisher
Emerald Publishing
Copyright
Copyright © 2013 Emerald Group Publishing Limited. All rights reserved.
ISSN
0819-8691
DOI
10.1108/HER-10-2012-0036
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to present a theoretical overview of the field of knowledge transfer and educational change and a discussion of the issues raised in the six papers in this special edition. Design/methodology/approach – A theoretical analysis of the field of knowledge transfer. Findings – The six papers consider issues such as the interplay of ideas between British and Indian educationalists, post‐war debates over literacy standards, the use of curriculum materials for the process of citizen formation, the influence of international exchanges in the education of adolescents for citizenship, Vigotsky and the transfer of knowledge across time, space, culture, disciplines and networks, and the way constructions of Chinese identity within history books were shaped by knowledge processes that transcended nation states. Originality/value – This special issue of the History of Education Review engages with new approaches that have become available to historians in the past decade illustrating how they might be applied for the first time to key issues in the history of education across colonial and state borders. It addresses questions about the movement of knowledge across national and cultural boundaries, and examines key problems facing educators in a range of colonial and postcolonial contexts.

Journal

History of Education ReviewEmerald Publishing

Published: Oct 11, 2013

Keywords: Knowledge transfer; Educational change; Theoretical frameworks

References