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Sökning: WFRF:(Nihlfors Elisabet 1952 ) > (2015-2019)

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  • Forsberg, Eva, 1955-, et al. (författare)
  • Curriculum Code, Arena, and Context : Curriculum and Leadership Research in Sweden
  • 2017
  • Ingår i: Leadership and Policy in Schools. - : Routledge. - 1570-0763 .- 1744-5043. ; 16:2, s. 357-382
  • Tidskriftsartikel (refereegranskat)abstract
    • This article describes the development of the Swedish curriculum-theory tradition with a focus on different curriculum practices, educational message systems, arenas, and curriculum makers. Attention has been paid to different places, spaces, and times in relation to the selection, ordering, and manifestation of knowledge, norms, and values, as well as the management and organization of education. Curriculum and leadership research and changes in Swedish education are described and we introduce the comparative curriculum code as a codification of the contemporary changes in the education system and their consequences for the selection and ordering of knowledge and students.
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  • Moos, Lejf, et al. (författare)
  • Leading and Organising Education for Citizenship of the World : Through Technocratic Homogenisation or Communicative Diversity?
  • 2018
  • Ingår i: Nordic Journal of Comparative and International Education (NJCIE). - Oslo : NJCIE. - 2535-4051. ; 2:2-3, s. 1-6
  • Tidskriftsartikel (refereegranskat)abstract
    • This special issue discusses governance, leadership and education in the light of Nordic ideas about general education and citizenship of the world. Particular focus is placed on the battle between two very different discourses in contemporary educational policy and practice: an outcomes/standard-based discourse, and a general education-based discourse of citizenship of the world.Our point of departure is that we need to analyse the close relations between the core and purpose of schooling (the democratic Bildung of students) and the leadership of schools and relations to the outer world. On the one hand, society produces a discourse based on outcomes, with a focus on the marketplace, governance, bureaucracies, account-ability and technocratic homogenisation. On the other hand, society focuses on culture in the arts, language, history, relations and communication, producing a discourse based on democratic Bildung and citizenship of the world.
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