Bildungsgeschichte International Journal for the Historiography of Education 2-2021 Aus dem Inhalt Beiträge – Allgemeine Schulbildung in einer afrikanischen Verfassung: die Fante Verfassung von 1871 in historisch-vergleichender Perspektive [General school education in an African constitution: the Fante constitution 1871 in historical-comparative perspective] – Wale, Delfine und Dinosaurier – Umweltbildung in Populärkultur und Pädagogik der 1990er-Jahre [Whales, dolphins, and dinosaurs – Environmental education in popular culture and education during the 1990s] Debatte – How secular we are – and what this means for research in education Wie säkular wir sind – und was das für die erziehungswissenschaftliche Forschung bedeutet Kolumne – Terri Seddon Interrogating the “now” of crisis, historically: Initial teacher education beyond 2020? Vorschau auf 1-2022 “That could be the core concept of the 1970s Reconceptualization: that the curriculum ought not be self-enclosed, stuck in its own sequence, aligned only with the academic disciplines, apart from world. Reconceptualized, curriculum becomes a complicated conversation across generations, reactivating the past to find the future, an ongoing dialogical encounter in service to conscientization, located in, animated by – as it supersedes – the historical moment and the individual lives of those submerged in it. That is the afterlife of the Reconceptualization.” (William F. Pinar)
