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History education reform in post-communist Poland, 1989-1999: historical and contemporary effects on educational transition

Parker, Christine Susan
http://rave.ohiolink.edu/etdc/view?acc_num=osu1054534962

Abstract Details

2003, Doctor of Philosophy, Ohio State University, Educational Policy and Leadership.
This dissertation will describe and analyze how state officials, educators, publishers, and historians in Poland have addressed the task of reforming its national curriculum standards and supporting textbooks in the period of transition from the end of Communist rule in 1989 to the introduction of a new system of education in 1999. The goals of this study are to determine (1) the sources of transitional curriculum policies in history education and the role of reform actors in Poland since 1989; (2) why the history education curriculum reforms changed as they did between the creation of proposals and the eventual codification of the reform into law; (3) the influences on the reform of history textbooks during the transitional period; (4) the differences between anticipated goals and actual outcomes of the curricular and textbook reforms, and (5) how to account for those changes in light of the greater scope of the historical development of democratic education in Poland. This grounded study is based on multiple data sources, including documentary evidence, professional journals, and personal interviews with individuals participating in the reform of the history curriculum. The reader is presented with a historical summary of educational development of Poland since the 16th century, as well as with descriptions of history textbook reform and the process involved in rewriting the national standards for history. Textbook reform was influenced mainly by economic factors, which affected both the speed and direction of the reform. Curriculum reform was heavily influenced by both the historical inheritance of Communism and of pre-Communist educational development, as well as by the contradictory context of transition itself. The study concludes that the reform of history education in Poland during the transitional period 1989-1999 is best understood through the application of institutional frameworks which offer the most explanatory power for the events that transpired.
Antoinette Errante (Advisor)
282 p.
Education, History of
Educational transition; Postcommunist transition; History education reform; Poland; Policy reform

Recommended Citations

Citations

  • Parker, C. S. (2003). History education reform in post-communist Poland, 1989-1999: historical and contemporary effects on educational transition [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054534962

    APA Style (7th edition)

  • Parker, Christine. History education reform in post-communist Poland, 1989-1999: historical and contemporary effects on educational transition. 2003. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1054534962.

    MLA Style (8th edition)

  • Parker, Christine. "History education reform in post-communist Poland, 1989-1999: historical and contemporary effects on educational transition." Doctoral dissertation, Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054534962

    Chicago Manual of Style (17th edition)

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This open access ETD is published by The Ohio State University and OhioLINK.