ABSTRACT
European Studies became a fashionable curriculum innovation in the 1960s. The new synthesis originated from two quite unconnected events: firstly, the growth of the European movement expressed through agencies like the European Commission and the Council of Europe which encouraged the development of education about Europe. Secondly, the changing organization of the British secondary school system and curriculum during the 1960s encouraged the development of European Studies. The continuing division in British curricula between the two nations of 'the able' and the 'less able' is very pertinent when considering European Studies. The desire to use European Studies as a vehicle for motivating the less able inevitably inverts the normal process by which school subjects are defined. This chapter examines the problems and possibilities faced by individual schools in establishing European Studies. It summarizes teachers' views on the introduction of the subject and its subsequent development.
