Transcending National Boundaries: Hilda Taba and the “New Social Studies” in Australia, 1969 to 1981
he influence of curricular and pedT agogical practices espoused by social studies educators in the United States frequently transcends national boundaries. Indeed, accounts of cumculum development and reform efforts in the diverse societies of Australia (Parry 1998), Canada (Fowler 1997), Japan (Nagai 1979), New Zealand (Openshaw 1992; Barr 1993), Nigeria (Onyabe 1979; Ukpokodu and Osunde 1996), and Thailand (Meesing 1979) trace the adoption of many influential curricular and pedagogical practices back to prominent educators from the United States. Also important, those accounts demonstrate that curricular and pedagogical practices are not simply adopted without undergoing varying degrees of transformation. As the practices are transplanted across societies, they are continually shaped and reshaped by curriculum developers and contextual influences, including national and local cultures, educational and curriculum structures, and pedagogical practices (Lagemann 1983; Goodson 1992). Ivor