Curriculum change from a transnational perspective : Exploring the new Swedish curriculum , Lgr 11

• During the last two decades, transnational organizations and agreements are increasingly important as actors, networks and shaping forces in curriculum-making, and this also applies to the formation of the Swedish curriculum. The international education policy movement towards standards-based curriculum has been characterized by a top-down accountability and linear dissemination (Andersson-Levitt 2008, Sivesind & Karseth 2011). However, several research studies reveal how the transformation to national cultural education traditions also implies tensions and contradictions. In this study we address how the new Swedish curriculum Lgr 11 is contextualised and reconceptualised (Bernstein 2000, Wahlström & Sundberg 2012) as it is transformed from transnational policy and curriculum scripts to teaching practices. 

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

curriculum

transnational policy

standards-based curriculum

Pedagogics

Pedagogik

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)