Conclusions

There is no doubt that the history of education in recent years has placed a notable emphasis on introducing the transnational dimension as a perspective that opens up new research lines in the field. ¹ This has produced, among other things, the need to rethink how these factors have affected both the research we develop and the spaces where they are centred. ² The transnational dimension is currently an aspect that sustains interesting debates within the educational field. ³ This emergence, as we have seen in this book, is also present in Curriculum History. To a certain extent, the developed research examines the influence that global phenomena have had on the social construction of the national state curriculum. In this sense, this book has not focussed on indicating the need to analyse the curriculum through the prism of Global History. The transnational dimension from which the presented research is addressed is seen as an extension of national history within a broader context; in other words, how the curriculum has been affected by this transnational factor and, therefore, must be understood within such relationships, dependencies, entanglements and connections.