| 1. |
- 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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| 2. |
- Sundberg, Daniel, 1971-, et al.
(författare)
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Curriculum change in Sweden : A theory-based evaluation of the Swedish curriculum, Lgr11
- 2015
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Ingår i: Abstract book. NERA 2015, 43rd Annual Congress of the Nordic Educational Research Association, Marketisation and Differentiation in Education, Gothenburg, March 4-6, 2015..
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Konferensbidrag (refereegranskat)abstract
- The curriculum has the last decade become a centre of policy interest and a focal point for the improvement of education and schools. The international education policy movement towards standards-based curriculum has been characterized by a top-down accountability on outcomes and a linear dissemination of new knowledge requirements (Andersson-Levitt 2008, Sivesind & Karseth 2010). However, several research studies reveal how the transformation to national cultural education traditions also implies tensions and contradictions. In this paper our aim is to address how the new Swedish curriculum Lgr 11 is contextualised and reconceptualised (Bernstein 2000, Wahlström & Sundberg 2012) as it is transformed from transnational curriculum scripts to teachers and their teaching practices.The theory-oriented evaluation project takes its starting point in curriculum theory (Lundgren 1989, Englund, 2005, Wahlström & Sundberg 2012). Theory-oriented evaluation is characterized by an explicit theory basis for the understanding of the reform, that takes account of normative values that are embedded in the reform, its socio-political and historical context, the processes and results of the reform, and critical analyses of social forces served by the reform (Schwandt, 2003). In this paper we will answer questions on the influences, translations and impacts of transnational educational policy movements into the Swedish curriculum making, and their concrete empirical results. 1. What convergences and divergences in curriculum configurations can be identified in comparative analysis of international and national curricula constructions?2. In what ways do teachers understand the curriculum Lgr 11 as influencing the frames of teaching and the learning activities?3. In what ways do teachers understand the curriculum Lgr 11 as influencing the acts and practices of assessment?The three research questions were investigated by a three-part mixed-method approach consisted of (1) curriculum policy text analysis, (2) a teacher questionnaire conducted in 21 different Swedish municipalities (n= 1887) during October 2013 and, (3) a follow-up teacher interview study with 18 informants (April-August 2014). ReferencesAndersson-Levitt, Kathryn M. (2008). Globalization and curriculum. In: Michael F. Connelly, ed.: The Sage Handbook of Curriculum and Instruction. London: Sage Publications.Englund, Tomas (2005): Läroplanens och skolkunskapens politiska dimension [Curriculum as a Political Problem]. Göteborg: Daidalos.Lundgren, Ulf P. (1989) Att organisera omvärlden [Organising the World Around Us]. Stockholm: Utbildningsförlaget.Schwandt, Thomas A. (2003): Linking Evaluation and Education: Enlightment and Engagement. In: Haug, Peder & Schwandt, Thomas. A. eds. (2003): Evaluating Educational Reforms – Scandinavian Perspectives. Greenwich: Information Age Publishing Inc.Sivesind, Kirsten & Karseth, Berit (2010): Conceptualising curriculum knowledge within and beyond the national context. European Journal of Education( 45)1Sundberg, Daniel & Wahlström, Ninni (2012). Standards-based curricula in a denationalised conception of education – the case of Sweden. European Journal of Education Research Volume 11, Number 3, 2012
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| 3. |
- 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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| 4. |
- Sundström Sjödin, Elin, 1972-, et al.
(författare)
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Enacted realities in teachers' experiences : bringing materialism into pragmatism
- 2017
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Ingår i: Journal of Curriculum Studies. - : Taylor & Francis. - 0022-0272 .- 1366-5839. ; 49:1, s. 96-110
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Tidskriftsartikel (refereegranskat)abstract
- In this article we explore factors that constitute the social' for the teacher Susan, which at the same time highlights ethical aspects of the exercise of her profession. We meet her in a situation where she is setting grades, and our interest focuses on the relations that become of concern for her in her professional task to give the students their grades. In this exploration, we recognize the renewal of interest in realism and examine the possible links that can be drawn between transactional realism, as a pragmatic view, and the new materialism, here represented by actor-network theory. Building on a narrative from an interview with a named teacher in a daily newspaper, the empirical study focuses on actors constituting Susan's reality when grading. Our argument is that in order to understand the complex levels of aspects that influence teachers' actions, it is necessary to start from the local and from there trace the human and material factors that may affect teachers' room for action. Bringing material aspects into the consideration of Susan's situation helps us see that technology itself changes time and spaces and moves the action of grading into spaces outside her professional sphere.
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| 5. |
- 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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| 6. |
- 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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| 7. |
- Wahlström, Ninni, et al.
(författare)
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Considering critical moments, co-authoring and active engagement in learning
- 2024
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Ingår i: Educational research (Windsor. Print). - Abingdon : Taylor & Francis. - 0013-1881 .- 1469-5847.
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Tidskriftsartikel (refereegranskat)abstract
- Background: Within classroom research, there has long been agreement on the importance of dialogue and discussion for student learning. However, how the concept of knowledge influences classroom conversation needs further investigation, as this has key implications for students’ active participation.Purpose: Our research sought to conceptualise the assumption of knowledge in standards-based curricula and explore some implications of teaching based on this kind of curriculum. To do this, we drew on a larger research project undertaken in Sweden, which involved a comparative classroom study.Methods: Four natural science lessons were examined in terms of student’s opportunities to engage in the teaching content. The analytical framework was based on curriculum theory, the concepts of a lesson as a curriculum event, and students as co-authors of teaching content. We analysed two concepts of knowledge–social realism and transactional realism–in relation to an openness towards ‘critical moments’ during lessons, either noticed or unnoticed, and related them to the logics of curriculum and knowledge.Findings: When framed by classroom teaching designed from knowledge criteria, students’ opportunities for acting as co-authors can become restricted, with critical moments overlooked because of a teaching focus necessarily limited by curriculum. Thus, opportunities for creating spaces to pay attention to students’ questions and reactions can be constrained.Conclusions: Standards-based curricula, a concept of knowledge with a strong focus on subject-specific facts and ways of reasoning, together with high-stakes assessment, may lead to fewer openings for genuine discussion and student reflection. This highlights the need to leave larger spaces for teachers and students alike to influence content that engages students.
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| 8. |
- Wahlström, Ninni
(författare)
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Läroplansteori och didaktik
- 2016. - 2
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Läroplansteori och didaktik är två delar av det vetenskapliga ämnet pedagogik. Läroplansteorins grundläggande fråga är ”Vad räknas som kunskap?”. Det är en fråga som ständigt är utsatt för omprövning och debatt. En fråga som ofta väcker känslor och som aldrig kommer att få ett slutgiltigt svar. Lika omdebatterad är didaktikens grundläggande fråga om hur kunskaper, värden och erfarenheter ska organiseras i konkreta undervisnings- och lärandesituationer.I den här boken belyser författaren dessa två breda frågeställningar ur ett flertal olika aspekter. Som en röd tråd löper insikten att det vi håller för sant i frågor om utbildning och lärande förändras historiskt över tid och varierar geografiskt, beroende på historiska, sociala och kulturella traditioner.I bokens andra upplaga har tillkommit ett kapitel om hur förskolans läroplan har växt fram som del av en transnationell utbildningspolicy. Med start i 1970-talets barnstugeutredning redogörs för vilka tankar och begrepp som har format måldokumenten från Pedagogiskt program för förskolan till förskolans två första läroplaner.Boken avslutas med ett avsnitt som visar på hur varje läroplan mer eller mindre medvetet grundas på antaganden om ett visst medborgarideal. I en bilaga ges praktiska exempel på hur man som lärare själv kan genomföra en didaktisk läroplansanalys.
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| 9. |
- Alvunger, Daniel, et al.
(författare)
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Teachers Matter - But How? : Introduction
- 2017
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Ingår i: Journal of Curriculum Studies. - : Taylor & Francis Group. - 0022-0272 .- 1366-5839. ; 49:1, s. 1-6
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Tidskriftsartikel (refereegranskat)abstract
- In this special issue, we start from a general policy assumption about teachers and teachingparticularly clearly summarized in the 2005 report Teachers Matter: Attracting, Developingand Retaining Effective Teachers by the Organisation for Economic Co-Operation andDevelopment (OECD). The report states that teacher policy is high on national agendas andthat teachers are ‘the most significant resource in schools’ for improving efficiency and equityin school. Thus, the policy report states school improvement largely depends on ‘ensuringthat competent people want to work as teachers, that their teaching is of high quality, andthat all students have access to high quality teaching’ (OECD, 2005, p. 7). Against a backgroundof an increasingly centralized transnational and national governance of school,emphasizing international comparisons (Dale & Robertson, 2009; Lawn & Grek, 2012; Meyer& Benavot, 2013; Nordin & Sundberg, 2014; Rizvi & Lingard, 2010) and a curriculum characterizedby performativity and educational effectiveness (Ball, 2003; Kelly, 2009), we are interestedin teachers’ significance and conditions for teacher agency. However, we regard thepolicy field mainly as the background, from which we retain the fundamental claim that‘teachers matter’. In contrast to policy documents, the intention in this special issue is toexplore in what different ways, at what different times and in what different spaces teacherstruly matter, without having any answers in advance – that is, outside the area of policyhighroads but still against a backdrop of a policy of accountability and standards.
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| 10. |
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Equity, Teaching Practice and the Curriculum : Exploring Differences in Access to Knowledge
- 2022
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book explores how different classroom discourses and concepts of knowledge permeate teaching in high- and low-performance classrooms. Drawing on empirical research from classrooms in Sweden, it presents a theory-based framework for classroom research.The book examines the central concepts of knowledge, curriculum, pedagogy and equity to discuss differences in access to knowledge and the implications of these differences for students’ future opportunities and well-being. It analyses the relationships between different teaching factors and discusses teaching from democratic perspectives developed within curriculum theory. Combining insights from curriculum theory with insights from sociolinguistic and sociocultural classroom research, this project breaks new ground in how knowledge from curriculum content is recontextualised into concrete teaching practices in the context of a standards-based curriculum.Providing valuable insights into the intersections between classroom practice, student performance and teacher expectations, this book will be of great interest to academics, researchers and post-graduate students in the fields of curriculum research, education policy, teacher education and classroom practice.
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