ABSTRACT
This chapter demonstrates several general and specific points which have to be taken into account by teachers wishing to innovate by introducing a European element into the curriculum. Any curriculum initiative must be tailored to the individual school; its organizational structure, curricular system, and the personality and attitudes of teaching staff. Justifying the inclusion of a European dimension in the curriculum to other members of staff is only one of many problems confronting the teacher entrusted with the task. Where making formal approaches to other members of staff is concerned, John again is the more cautious of the two and is preparing his ground very thoroughly before broaching the subject. He is aware that apart from all considerations of subject boundaries, political sensibilities and individual resistance to teaching about Europe, any new curriculum ventures require time and funds that are in short supply.
