Decanonizing the Field
Edited By João M. Paraskeva and Shirley R. Steinberg
Chapter 11. Curriculum Theory, Education Policy, and “The Recurring Question of the Subject”
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CURRICULUM THEORY, EDUCATION POLICY, AND “THE RECURRING QUESTION OF THE SUBJECT”
One of the most dramatic transitions of the last several decades has been the end of the Cold War and the division of the political globe into two competing models of society. All of the Baltic States—Estonia, Latvia, and Lithuania—have experienced that historical shift in a most thorough way, and the full realization of that change is still an ongoing process, at least on a cultural level. Education is always entering the core when radical historical changes are taking place, and the Baltic States are no exceptions to this rule. In order to understand the respective national reflections and refractions of how international educational influences have come to be interpreted locally (without going into national idiosyncrasies), I will draw on a historical and theoretical “big picture” in terms of increasingly inter- or transnational educational policy, curriculum theory, and practice. For reasons of space and my limited local knowledge, I do not draw conclusions in regard to respective Baltic countries but rather present them to the reader on the basis of (shifting) international trends presented in this short review.
The collapse of the Soviet Union in the early 1990s was quickly interpreted in the United States in a politically purposeful way. The world seemed ready-made—as Francis Fukuyama’s book The End of History and the Last Man (1992) suggested amidst the political euphoria. The...
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