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

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.

Citation

Collins, J. and Allender, T. (2013), "Knowledge transfer, educational change and the history of education: New theoretical frameworks", History of Education Review, Vol. 42 No. 2, pp. 112-118. https://doi.org/10.1108/HER-10-2012-0036