| 1. |
- Sundberg, Daniel, 1971-, et al.
(författare)
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Standards-based curricula in a denationalised conception of education : the case of Sweden
- 2012
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 11:3, s. 342-356
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, the authors examine the development of the Swedish educational reform of 1991 from an international and European perspective, and from the perspective of what counts as knowledge in a recently implemented Swedish curriculum reform. With effect from 2011, the Swedish government has significantly reshaped the curricula for preschool, compulsory school and upper secondary school education, but in terms of governing principles for schools, these curriculum reforms can be regarded as a continuation of the 1991 reform. We argue that this latest reform, as part of an international policy discourse, can be said to represent a denationalised and instrumental conception of education, and that the implications for the formation of knowledge within this conception can be understood as a standards-based curriculum shaped by two powerful international influences: a technical-instrumental discourse of curriculum, emphasising the form, structure and function of the curriculum; and a neo-conservative discourse of curriculum, with an emphasis on curriculum content as a given and uncontested body of knowledge.
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| 2. |
- Möllenborg, Evelina, Doktorand, 1986-
(författare)
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Diskurser och dilemman i gymnasieskolans samhällskunskapsundervisning
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to explore, from a critical interpretive perspective, how discourses and ideological dilemmas emerge in upper secondary school teaching in civics in relation to the upper secondary school curriculum Lgy11. The theoretical perspectives and concepts are developed within the frameworks of curriculum theory and discursive psychology. While curriculum theory directs attention toward what counts as knowledge in the subject of civics, discursive psychology focuses more specifically on the social construction of discourses and dilemmas that emerge from teachers' and students' understanding of the teaching of the subject. The data of the study consist of interviews with 22 teachers, 98 students, and nine principals in Swedish upper secondary schools. Subject matter curricula in civics have also been analysed. The first empirical chapter deals with discourses that can be linked to the understanding of the nature of civics as a subject in upper secondary school. The second empirical chapter highlights discourses of teaching in civics. In the third empirical chapter, civics as a democracy subject is discussed, with a starting point in the typology of “the good citizen” by Westheimer and Kahne. The empirical findings and analyses indicate several different discourses. Within discourses of the subject of civics, the subject is constructed as a subject of democracy, as a subject of economy, as a subject of analysis, and as a functional subject. Regarding teaching in the subject of civics, the emerging teaching discourses in the subject are as arenas for individual positioning, socialization, student-active learning, and teacher-led teaching. For the students in university preparatory programs, analytical skills are emphasized in the teaching of civics. In vocational programs, the teaching has an emphasis on personal responsibility. However, students in both vocational and university preparatory programs are not expected to engage in society as adults to any great extent. Civics is taught with an emphasis on citizenship education as a matter of shaping personally responsible citizens.
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| 3. |
- Schmidt, Catarina, 1964-, et al.
(författare)
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The situational in critical literacy
- 2022
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Ingår i: The handbook of critical literacies. - New York : Routledge. - 9780367902599 - 9781003023425 - 9780367902605 ; , s. 419-427, s. 419-427
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Bokkapitel (refereegranskat)abstract
- In this study, we draw from pragmatism and transactional realism to conceptualize the meaning of critical literacy. As Sundström Sjödin (2019) writes, “[t]he critical stands for moments which are radical and urgent, political, challenging, transformative and liberating” (p. 87). Transactional realism refers to John Dewey’s version of realism, in which realism is experienced as a function of the organism–environment transaction (Biesta & Burbules, 2003). The aim of this chapter is to contribute to expanding the meaning of critical literacy in line with, for example, “reconstruction” (Janks, 2010, p. 19), “access and equity” (Luke, 2000, p. 459) or critical literacy as “embodied” (Johnson & Vasudevan, 2012, p. 34) to also include the unforeseen critical moments occurring in oral and written text situations in classrooms. These critical moments are not planned beforehand; rather, these moments emerge through interactions in the environment constituted by the teacher, the students, the teaching content, and physical objects. We argue that a transactional understanding of text situations is helpful to understand how certain situations turn into “critical moments”; that is, when students pay attention to critical aspects in text situations and act upon it. Such moments can be acknowledged, rejected, or go unnoticed by the teacher. Such critical thinking and acting might increase possibilities for equity and justice within society, resisting what Freire (1970) referred to as the culture of silence.In this chapter, we describe how this “renewed” concept of critical literacy can be understood as critical moments. We ask: What kinds of critical situated moments appear and what characterizes these critical situated moments? In the following sections, we present current interpretations of critical literacy and perspectives on critical literacy in relation to pragmatism and transactional realism. Next, we outline the methodology and analysis of the situated moments of critical literacy within two classrooms. Lastly, we present the findings and discussion.
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| 4. |
- Wahlström, Ninni, 1953-, et al.
(författare)
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Living in an era of comparisons : comparative research on policy, curriculum and teaching
- 2018
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Ingår i: Journal of Curriculum Studies. - Abingdon-on-Thames : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 50:5, s. 587-594
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Tidskriftsartikel (refereegranskat)abstract
- The articles in this special issue include different perspectives on comparativepolicy studies with an aim to understand transnational educationpolicies in relation to the logic of national educational systems andto grasp the ongoing reframing of teacher identity and teaching as aresult of the policy activities of ‘new’ and coordinated internationalactors. This special issue aims to contribute to a continued qualifiedinvestigation in curriculum issues at the various levels within the publiceducation system, as well as in the international policy movements,affecting public education differently in different nations. A ‘comparativecurriculum research’ inspired by theories and methods from comparativeeducation might be helpful in this endeavour.
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| 5. |
- Frank, Jeff, et al.
(författare)
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Knowledge, Curriculum and Teaching on Matters That Concern : A Concluding Discussion
- 2022. - 1
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Ingår i: Equity, Teaching Practice and the Curriculum. - Oxon : Routledge. - 9781003218067 - 9781032110202 - 9781032110219 ; , s. 141-155
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Theoretically based conversations are not sufficient to closing the elusive performance gap between different education environments, but we believe they are a necessary part, and our hope is that the content of this book can contribute to worthwhile dialogues. A conclusion from this study is that the encounter between the teaching content, the social learning environment and the student is central to a student’s opportunity to develop new knowledge, develop a sense of citizenship and develop individual potential. The teacher’s democratic stance in the authoring of teaching content in the classroom makes a difference for what the student gets the opportunity to co-author and learn. We argue that the much-debated concept of powerful in connection with knowledge might be misleading as a basis for curricula and teaching and suggest a shift from matters of facts to matters of concern, as well as a shift from powerful knowledge to meaningful knowledge, if we really want different groups of students to direct their interest towards the teaching content and become involved in their own education.
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| 6. |
- Alvunger, Daniel, 1976-, et al.
(författare)
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Understanding transnational curriculum policies on local municipal and school arenas in Sweden
- 2018
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Ingår i: CESE: Compatative Education Society in Eureope. ; , s. 155-
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Konferensbidrag (refereegranskat)abstract
- Both the EU and the OECD are intergovernmental organizations where governments and national authorities cooperate closely across national borders. This co-operation results in common objectives and evaluations, but above all, in a common language about education and a shared view of education's problems and solutions (e.g. European Commission 2017).This kind of transnational cooperation, including private actors such as McKinsey and Pearson, forms an international discourse for education policy (Dale, 2010; Grek 2009; Robertson 2008). The Swedish curriculum reform for compulsory school, Lgr 11, can be considered as part of a transnational policy movement in which the different countries relate differently to certain key policy messages. Such messages include that schools needs to be more effective in providing all students with knowledge and raising the achievement of knowledge outcomes. Another explicit message is that the national school systems need to be clearly governed from national level (Wahlström & Sundberg, 2017). Drawing on discursive institutionalism (Schmidt, 2015) and organizational and institutional theory (Coburn, 2004), this paper focuses on the central educational policy messages from transnational and national policy arenas and their recontextualization on a municipal and school level with Sweden as an example. To capture the links between macro, meso and micro arenas, key policy “messages” from the macro policy arena can be examined regarding in what ways, and to what extent, these messages are adopted or rejected by actors on the municipal and school arenas (Coburn, 2015; Höstfält et al. 2017). For exploring the ‘governing by discourse’, coordinative and communicative discourses are identified, as well as background and foreground ideas (Schmidt 2015). The study builds on interviews with 18 teachers teaching in grade 6 and 9 in different municipalities and schools, and 12 superintendents in charge of compulsory school as well as 12 chairmen of political committees responsible for compulsory school at municipal level. The interviews are analysed in relation to in what ways the actors assimilate or reject the policy messages and to what extent they use deliberative or coordinative discourses to form their understanding of the curriculum reform.
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| 7. |
- Alvunger, Daniel, 1976-, et al.
(författare)
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Understanding transnational curriculum policies on local municipal arenas
- 2018
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Konferensbidrag (refereegranskat)abstract
- The year 2000, when the Lisbon strategy (Presidency Conclusions 2000) was adopted by the European Council, can be viewed as a starting point of an increasing interest in education policy on the transnational arena. Both the EU and the OECD are intergovernmental organizations where governments and national authorities cooperate closely across national borders. This co-operation results in common objectives and evaluations, but above all, in a common language about education and a shared view of education's problems and solutions (e.g. European Commission 2017). This kind of transnational cooperation, including private actors such as McKinsey and Pearson, forms an international discourse for education policy (Dale, 2010; Grek 2009; Robertson 2008). Thus, we consider the Swedish curriculum reform for compulsory school, Lgr 11, as part of a transnational policy movement in which the different countries relate differently to certain key policy messages. Such messages include that school needs to be more effective in providing all students with knowledge and raising the achievement of knowledge outcomes. Another clear message is that the national school systems need to be clearly governed from national level (Wahlström & Sundberg, 2017). Drawing on discursive institutionalism (Schmidt, 2015) and organizational and institutional theory (Coburn, 2004), this paper focuses on the central educational policy messages from transnational and national policy arenas and their recontextualization on a municipal and school level with Sweden as an example. To capture the links between macro, meso and micro arenas, key policy “messages” from the macro policy arena can be examined regarding in what ways, and to what extent, these messages are adopted or rejected by actors on the municipal and school arenas (Coburn, 2015; Höstfält et al. 2017). For exploring the ‘governing by discourse’, coordinative and communicative discourses are identified, as well as background and foreground ideas (Schmidt 2015). The study builds on interviews with 18 teachers teaching in grade 6 and 9 in different municipalities and schools, and 12 superintendents in charge of compulsory school as well as 12 chairmen of political committees responsible for compulsory school at municipal level. The interviews are analysed in relation to in what ways the actors assimilate or reject the policy messages and to what extent they use deliberative or coordinative discourses to form their understanding of the curriculum reform.
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| 8. |
- Bergh, Andreas, 1964-, et al.
(författare)
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Conflicting goals of educational action : a study of teacher agency from a transactional realism perspective
- 2018
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Ingår i: Curriculum Journal. - London : Routledge. - 0958-5176 .- 1469-3704. ; 29:1, s. 134-149
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on the different ways in which teachers relate their situational agency and professional assignment to the national curriculum content and curriculum dilemmas. It builds theoretically on transactional realism and empirically on analyses of interviews with teachers, exploring the nature of teacher agency during the enactment of a new Swedish curriculum reform. To uphold a dual perspective of teachers’ relation to the curriculum as both collectively and individually experienced and as both an ideal and realistic–practical relation, we term the future as ‘projective experiences’, the presence as ‘practical-evaluative experiences’ and the past ‘iterational experiences’ in relation to agency. Especially, we are interested in the ‘what’ in the curriculum – what the teachers find intriguing, important or impossible and what affects how they relate to the curriculum as part of the multidimensional structures influencing their agency. This approach reveals that the crucial issue of teacher agency is related to the policy discourse on knowledge and equity as standards and the uniformity of assessment and its pedagogical consequences.
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| 9. |
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| 10. |
- Englund, Tomas, et al.
(författare)
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Education as a Human and a Citizenship Right - Parents' Rights, Children's Rights, or...? : The Necessity of Historical Cotextualization
- 2009
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Ingår i: Journal of Human Rights. - Philadelphia : Routledge. - 1475-4835 .- 1475-4843. ; 8:2, s. 133-138
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Tidskriftsartikel (refereegranskat)abstract
- This paper serves as an introduction to three following papers, analyzing the contextual background to the different treaties - the United Nations' Universal Declaration of Human Rights, the European Convention on Human Rights , and the United Nation's Convention on the Rights of the Child - and focusing on how the relations between parents' rights and children's rights in the matter of education were shaped during the various drafting stages. The paper forms part of a project that intends to study the meaning and consequences of the increased tendency to view education from a perspective of rights. More specifically, the project aims to focus on the implications of parental rights and to analyze potential contradictions between parents' and children's rights in education.
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