| 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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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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| 3. |
- 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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| 4. |
- 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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| 5. |
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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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| 6. |
- Karseth, Berit, et al.
(författare)
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Tracing Policy Networks in Education Reforms : A Comparative Study of Norway andSweden
- 2023
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Konferensbidrag (refereegranskat)abstract
- During the past decades, scholars have increasingly focused on the role of networks in education politics and policy. The research literature points to the importance of policy networks constituted by relationships among public agencies, advocacy groups, non-profits, and for-profit organizations. Attention has been drawn to tensions between the more neoliberal organizations in policy networks and traditional bureaucratic institutions of governance. From a Nordic and Scandinavian point of departure, reformpolicy emphasizes state-centered solutions while at the same time acknowledging the mix of governance mechanisms and institutional complexity that characterizes the public sector (Sivesind & Karseth, 2022). Our study focuses on a rather mundane part of the policy process, namely the production of white and green papers. These type of papers are produced when the government demands fundamental or incremental policy reforms. Our point of departure is the authors of the references used in the papers behind the most recent school reforms in Norway and Sweden. We use social network analysis (SNA) as it offers one approach for understanding the politics and power relationships embedded within policynetworks. The study is guided by the following research questions:1. What are the authors co-citation networks in Norway and Sweden?2. Which authors are co-cited frequently in policy documents? Which actors are more central in the network?3. To what extent do authors co-citation networks (in policy documents) vary between Norway and Sweden?As a theory of policy formations, discursive institutionalism (Schmidt, 2008, 2011) has emerged as a productive perspective for understanding how institutional change can be explored and understood. The focus in our analysis is on the “coordinative” discourse. We also draw on literature on meta-governancestrategies. For both countries, the government as well as central educational agencies unsurprisingly stand up as the most influential authors. Additionally, there are also two international authors that are co-cited frequently in both countries. One is the organization OECD and the other is the individual author John Hattie. The results also show important differences in the co-citations networks between the two countries that reflect how policy-making are orchestrated and coordinated in the two countries.References: Sivesind, K. & Karseth, B. (2022). Introduction: A comparative Network Analysis of Knowledge Use inNordic Education Policies. I Karseth, Berit; Sivesind, Kirsten & Steiner-Khamsi, Gita (Red.), Evidence andExpertise in Nordic Education Policy. A comparative Network Analysis. Palgrave Macmillan
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| 10. |
- Nordin, Andreas, Docent, 1972-, et al.
(författare)
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The Complexity of Context in Legitimating National School Reforms : The Case of Sweden
- 2022
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Ingår i: Evidence and Expertise in Nordic Education Policy. - Cham : Palgrave Macmillan. - 9783030919580 - 9783030919597 ; , s. 227-251
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Bokkapitel (refereegranskat)abstract
- This chapter examines the use of evidence in legitimating national school reforms in a globalized context. Although international policy knowledge is becoming increasingly important in legitimating national school reforms, the national context still seems to affect whether and how it is used. This chapter draws attention to the selective use of international policy knowledge in domestic policy agendas and the increasingly important role of people and institutions acting as intermediaries in selecting, interpreting, and presenting useful policy knowledge to politicians. By taking the complexity of context seriously, this chapter provides valuable insights into the multidirectional policy process that filters the expert knowledge that is ultimately used by politicians as evidence in legitimating school reforms.
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