ABSTRACT
The contributors to this book have examined the origins and nature of primary curricula from a range of theoretical viewpoints and have provided an international set of detailed practical examples of primary curricula in a variety of geographical, social and political contexts. Readers, we hope, will have sought out the messages most relevant to their own local and national educational concerns. To try to conclude with a synthesis of all that is represented here would be an extensive project. It would also be a flawed undertaking since every author in Part II expressed anxiety about the representativeness of the particular perspective they were presenting. Each one was concerned to point out the huge range of curricula within their particular world region. It is important, therefore, to be cautious in generalising from each single example to neighbouring states or countries. In this concluding section we will draw out some very general implications for future directions in the primary curriculum.
