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Locating curriculum integration within the historical context Innovations in Aotearoa New Zealand state schools, 1920s‐1940s

Locating curriculum integration within the historical context Innovations in Aotearoa New Zealand... Purpose – This study seeks to trace the development of curriculum integration and related curricula designs in state schools in Aotearoa/New Zealand (NZ) during the “New Education” era (1920s‐1940s). Design/methodology/approach – The mixed historical/theoretical analysis draws on primary and secondary data. Findings – The paper concludes that largely forgotten designs for curriculum integration developed in the 1920s‐1940s in NZ are similar in intent to the student‐centred “integrative” model of curriculum integration and may usefully inform the contemporary discourse in NZ concerning best practice on middle schooling for young adolescents (approximately ten to 14 years old). Research limitations/implications – The study provides an additional point of entry towards theorising and re‐evaluating the history of progressive education in NZ. Originality/value – This study provides historical/theoretical context for recent interest in curriculum integration in NZ, particularly in relation to middle schooling and to student‐centred pedagogies. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png History of Education Review Emerald Publishing

Locating curriculum integration within the historical context Innovations in Aotearoa New Zealand state schools, 1920s‐1940s

History of Education Review , Volume 40 (1): 15 – Jun 24, 2011

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Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
0819-8691
DOI
10.1108/08198691111140802
Publisher site
See Article on Publisher Site

Abstract

Purpose – This study seeks to trace the development of curriculum integration and related curricula designs in state schools in Aotearoa/New Zealand (NZ) during the “New Education” era (1920s‐1940s). Design/methodology/approach – The mixed historical/theoretical analysis draws on primary and secondary data. Findings – The paper concludes that largely forgotten designs for curriculum integration developed in the 1920s‐1940s in NZ are similar in intent to the student‐centred “integrative” model of curriculum integration and may usefully inform the contemporary discourse in NZ concerning best practice on middle schooling for young adolescents (approximately ten to 14 years old). Research limitations/implications – The study provides an additional point of entry towards theorising and re‐evaluating the history of progressive education in NZ. Originality/value – This study provides historical/theoretical context for recent interest in curriculum integration in NZ, particularly in relation to middle schooling and to student‐centred pedagogies.

Journal

History of Education ReviewEmerald Publishing

Published: Jun 24, 2011

Keywords: Curriculum integration; Integrative curriculum; Middle schooling; Early adolescent education; “New Education” era; Education; Secondary schools; Adolescents; Curriculum development; New Zealand

References