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Wahlström, N. (2024). Kunskap,kompetens och kvalifikation: Om EU:s nyckelkompetenser och nationella styrdokument.
Open this publication in new window or tab >>Kunskap,kompetens och kvalifikation: Om EU:s nyckelkompetenser och nationella styrdokument
2024 (Swedish)Report (Other academic)
Abstract [sv]

I denna rapport kommer EU:s nyckelkompetenser, som reviderades av EU 2018, att stå i centrum för diskussionen. Den övergripande frågan handlar om vilka konsekvenser revideringen potentiellt kan få för de svenska läroplanerna, framför allt vad gäller läroplanernas inledande delar. De läroplaner som är aktuella i denna rapport är Lgr 22, Lgy 11 och Lvux 12. 

Publisher
p. 66
Series
Skolverket Dnr 2023:1333
Keywords
kunskap, svenska läroplaner, EU:s nyckelkompetenser
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-127437 (URN)
Note

Ännu inte publicerad

Available from: 2024-02-02 Created: 2024-02-02 Last updated: 2024-02-06
Wahlström, N. (2023). A search for truth in national deliberations on education based on a PISA result. In: : . Paper presented at The American Educational Research Association (AERA), Chicago, April 13-16, 2023.
Open this publication in new window or tab >>A search for truth in national deliberations on education based on a PISA result
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The refugee situation in the fall of 2015 was unique, as Sweden had never before received so many asylum seekers. In total, just over 163,000 people sought refuge in Sweden, most of them within a few months when more than 1 million people crossed the Mediterranean See to seek asylum in the European Union. A comparison between the Nordic countries, calculated per 10,000 inhabitants, shows that during the years 2015-2016, Sweden approved 70 asylum applications, Norway 25, and Denmark and Finland about 12 (Örstadius, 2021). This situation would result in an unexpected aftermath in connection with the report of the Swedish results of the Organisation for Economic Co-operation and Development’s (OECD’s) Programme for International Student Assessment (PISA) survey in 2018 which was published by the end of 2019. At the same time the results were published, national newspapers and the largest opposition party, the Moderates, noted that 11% of students were excluded from participation in the survey—the highest figure among the participating countries—due to deficiencies in the Swedish language. The debate that followed revealed a deep disagreement regarding the Swedish PISA result of 2018 and whether the result implicated an improvement or not. This paper focuses on how a transnational cooperation initiates national communicative discourses. The paper explores what main actors and normative background ideas that becomes important as well as the implications of the arguments that are made. 

Keywords
PISA test, discursive institutionalism, communicative discourses, power in ideas, migration
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-123444 (URN)
Conference
The American Educational Research Association (AERA), Chicago, April 13-16, 2023
Note

Ej belagd 20230907

Available from: 2023-08-07 Created: 2023-08-07 Last updated: 2023-09-06Bibliographically approved
Wahlström, N. (2023). Curriculum policy, teaching, and knowledge orientations. Teachers and Teaching: theory and practice, 29(3), 259-275
Open this publication in new window or tab >>Curriculum policy, teaching, and knowledge orientations
2023 (English)In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 29, no 3, p. 259-275Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to explore the implications ofa standards-based curriculum for what constitutes knowledge indifferent teaching contexts. The research question is as follows:How is the logic of uniformity within curriculum standards recontextualisedinto actual teaching in different school environments,here focusing on the concepts of the knowledge underpinning theteaching? Many national school systems have adapted to the currentaccountability movement. The accountability movement ischaracterised by seemingly simple and reasonable logic thatdefines objectives to specify what schooling should result in forlearners, evaluates the result and then uses the result to improvethe schooling process. In reality, however, the recontextualisationof the subject curriculum to teaching practice is a complex process.This article draws on interviews with two teachers focusing on eightrecently completed lessons. The analysis reveals two approaches tocurricula—integrated and performance—underpinned by two differentviews of knowledge: transactional realism and social realism.Although the key aim for teaching based on transactional realism is‘coordinating the students’ interest in’ the curriculum and teachingcontent, the key aim for teaching based on social

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Standards-based curriculum, transactional realism, social realism, integrated curriculum approach, performance curriculum approach
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-118091 (URN)10.1080/13540602.2022.2159364 (DOI)000899797200001 ()2-s2.0-85144955154 (Scopus ID)
Funder
Swedish Research Council, 2017-03501
Available from: 2022-12-29 Created: 2022-12-29 Last updated: 2023-04-24Bibliographically approved
Wahlström, N. (2023). Läroplansteori och didaktik (3:eed.). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Läroplansteori och didaktik
2023 (Swedish)Book (Other academic)
Abstract [sv]

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 varje lands egna historiska, sociala och kulturella traditioner. 

I bokens tredje upplaga har bland annat ett nytt kapitel om skolans likvärdighet och olika typer av läroplaner tillkommit. Här finns även en guide för lärares didaktiska analyser som bygger på analyser av den aktuella läroplanen. Texten om olika kunskapsinriktningar har utökats och berörs nu i flera kapitel. 

Boken avslutas med ett avsnitt som visar på hur varje läroplan mer eller mindre medvetet grundas på antaganden om ett visst medborgarideal. Kapitlet är en påminnelse om den viktiga roll som skolan har i samhället för att upprätthålla och utveckla demokratin.  

Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2023. p. 200 Edition: 3:e
Keywords
läroplansteori, utbildningspolicy, didaktik, läroplansmodeller, bedömning, medborgarideal
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-117741 (URN)9789151108841 (ISBN)
Available from: 2022-12-05 Created: 2022-12-05 Last updated: 2023-03-17Bibliographically approved
Wahlström, N. (2023). Standards-based Curriculum and Teachers' Understanding of Knowledge - A Critical Exploration. In: : . Paper presented at The American Educational Research Association (AERA), Chicago, April 13-16, 2023.
Open this publication in new window or tab >>Standards-based Curriculum and Teachers' Understanding of Knowledge - A Critical Exploration
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The political reasons for the social efficiency ideology in education are based on the assumption that curriculum standards reflect the standards of school education expected by society, that curriculum standards encompass what students need to learn in school, that curriculum standards dictate what teachers should teach, and that standardized tests reflect the content of curriculum standards. Teachers become the accountable links in the curriculum-delivery process, which risks overemphasizing the impact of teachers because teachers control neither the students nor the social context of a school (Schiro, 2013). The focus of this study is on the recontextualization (Bernstein, 2000) of teaching content from the programmatic curriculum arena to the actual teaching in the classroom arena and the underlying assumptions of knowledge that underpin teachers’ different selections of teaching content and teaching modes. 

The purpose of this paper is to explore the implications of a standards-based curriculum for what constitutes knowledge in different teaching contexts. The research question is: how is the logic of uniformity within curriculum standards recontextualized into actual teaching in different school environments, focusing on the concepts of knowledge underpinning the teaching?

Keywords
standards-based curriculum, transactional realism, social realism, integrated curriculum approach, performance curriculum approach
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-123446 (URN)
Conference
The American Educational Research Association (AERA), Chicago, April 13-16, 2023
Note

Ej belagd 20230907

Available from: 2023-08-07 Created: 2023-08-07 Last updated: 2023-09-06Bibliographically approved
Wahlström, N., Bossér, U. & Vogt, B. (2023). Teaching as a pedagogical responsibility: an introduction. Journal of Curriculum Studies, 55(1), 1-7
Open this publication in new window or tab >>Teaching as a pedagogical responsibility: an introduction
2023 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 55, no 1, p. 1-7Article in journal, Editorial material (Other academic) Published
Abstract [en]

In this special issue, the research interest is focused on classroom activities.To adequately understand and examine the classroom situation, thewholeness and complexity of the teaching situation should be maintainedand paid attention as much as possible throughout the research process.In dialogues and comparisons between the German concept of Didaktikand the American concepts of curriculum theory and pedagogy, thedifferences between a European, continental, and Anglo-Saxon conceptualizationof education often have been emphasized. Inspired by boththe German tradition of Bildung and the American philosophy of pragmatism,we here understand classroom activity as communication on selectedparts of collective knowledge and social culture, shaping the conditions forboth the continuity and renewal of society. Furthermore, the concept ofdidactics is viewed as the conceptualization of empirically based pedagogicalproblems in classrooms. Even if both the traditions of Bildung andpragmatism embrace a reflective approach, Dewey’s pragmatism placesmore emphasis on freedom and openness in terms of communicationacross social boundaries and on a mutual dependency between educationand democracy. In terms of democracy, a Deweyan view of pragmatismcould thus contribute to the German didactic tradition and the meaningsof the concepts of didactics and pedagogical responsibility.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2023
Keywords
Bildung; pragmatism; Didaktik; didactics; curriculum theory
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-119611 (URN)10.1080/00220272.2023.2172361 (DOI)000932094700001 ()2-s2.0-85148293633 (Scopus ID)
Available from: 2023-03-01 Created: 2023-03-01 Last updated: 2023-06-08Bibliographically approved
Nordin, A. & Wahlström, N. (2023). The interdependence between the OECD and the nation-state in legitimizing educational reforms. In: : . Paper presented at NERA 2023, Nordic Educational Research Association, 15-17 March, 2023, Oslo, Norway.
Open this publication in new window or tab >>The interdependence between the OECD and the nation-state in legitimizing educational reforms
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

According to the Organisation for Economic Co-operation and Development (OECD), the role of the organization is to “work on establishing evidence-based international standards” in education by providing “a unique forum and knowledge hub for data and analysis, exchange of experiences, best-practice sharing, and advice on public policies” (OECD, 2022).  However, nation-states also participate in this work of setting up new frameworks of international standards and serve as places for the negotiation of transnational policies and national adaptations. A consequence of greater demands on transnational cooperation is an increased interdependence between transnational and national arenas (Steiner-Khamsi, 2004; Sassen 2013). 

The purpose of this paper is to explore the national government and the OECD as two arenas depending on each other for their exercise of power and legitimization of education reforms. The research question is “How do the government and the political parties in Sweden use the OECD to legitimize their policy, and how does the OECD use Swedish education policy to promote its policy ideals”?    

The study draws on discursive institutionalism for a theoretical conceptualization (Carstensen & Schmidt, 2016). From this theoretical perspective, ideas, discourses, and human agency are central for understanding how social institutions both can be maintained and change. Ideas are here seen as represented through discourse that is the interactive process by which ideas are processed, changed, and conveyed. 

The data consists of Swedish policy documents and reports from the OECD between the years from 2014 to 2021. The analytical approach to the policy texts is critical discourse analysis (Fairclough, 2010). Critical discourse analysis distinguishes between three steps in the analysis: the descriptive, interpretive and explanatory phases (Fairclough, 2001). The result reveals an interdependent, although ambivalent, relationship between the nation-state and the OECD in legitimizing educational reforms. The same political parties that emphasizes the OECD as a world-leading and neutral educational expert when being in government, a few years later argues that the OECD is partisan and ignorant in when being in opposition. The OECD, on their side, proposes a central governing of the school system in line with its ambition to influence the outcome of the national education system.  

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-120046 (URN)
Conference
NERA 2023, Nordic Educational Research Association, 15-17 March, 2023, Oslo, Norway
Funder
The Research Council of Norway, NRC 283467
Available from: 2023-04-02 Created: 2023-04-02 Last updated: 2023-06-08Bibliographically approved
Wahlström, N. (2023). The triggering of communicative discourses in Sweden: technicalities in the PISA survey and social tensions in society. Scandinavian Journal of Educational Research, 1-14
Open this publication in new window or tab >>The triggering of communicative discourses in Sweden: technicalities in the PISA survey and social tensions in society
2023 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, p. 1-14Article in journal (Refereed) Epub ahead of print
Abstract [sv]

How could the technicality arising from eleven percent of students beingexcluded from a PISA test in Sweden trigger a polarized debate followedby investigations by both the OECD and national authorities? Thisquestion is explored in the study by drawing on discursiveinstitutionalism, especially the concept of normative background ideas,communicative discourse, and the “power in ideas”. Communicativediscourses can be referred to as discourses explained by logics ofposition and logics of ideas. The normative background ideas arerelated to a critique or acceptance of receiving a high number ofimmigrants during a short period of time a few years before the 2018PISA test was conducted. The concluding reflection poses the questionsof at what point it is reasonable for newly arrived students toparticipate in the PISA test and whether the PISA test really measuresthe quality of the school system, as suggested by the OECD.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2023
Keywords
PISA test, discursive institutionalism, communicative discourses, power in ideas, migration
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-123028 (URN)10.1080/00313831.2023.2228832 (DOI)001017644800001 ()2-s2.0-85162966548 (Scopus ID)
Available from: 2023-07-02 Created: 2023-07-02 Last updated: 2023-08-09
Karseth, B., Wahlström, N. & Pizmony-Levy, O. (2023). Tracing Policy Networks in Education Reforms: A Comparative Study of Norway andSweden. In: : . Paper presented at ReNEW 2023/ReNEW 6th. Nordic Challenges and Identities: Pasts, Presents, Futures, Oslo 24–26 May 2023.
Open this publication in new window or tab >>Tracing Policy Networks in Education Reforms: A Comparative Study of Norway andSweden
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

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

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-121597 (URN)
Conference
ReNEW 2023/ReNEW 6th. Nordic Challenges and Identities: Pasts, Presents, Futures, Oslo 24–26 May 2023
Available from: 2023-06-09 Created: 2023-06-09 Last updated: 2023-09-06Bibliographically approved
Karseth, B. & Wahlström, N. (2023). Volume 7: Approaches to the curriculum and its politics (4thed.). In: R. Tierney, F. Rizvi & K. Ercikan (Ed.), International Encyclopedia of Education: (pp. xix-xxi). Elsevier
Open this publication in new window or tab >>Volume 7: Approaches to the curriculum and its politics
2023 (English)In: International Encyclopedia of Education / [ed] R. Tierney, F. Rizvi & K. Ercikan, Elsevier, 2023, 4th, p. xix-xxiChapter in book (Refereed)
Abstract [en]

In this, we introduce the themes and contributions that form the basis of the volume “Approaches to curriculum and its politics” within the 4th edition of the International Encyclopedia of Education. A common theme that binds these chapters together is unraveling the importance of the curriculum for different aspects and perspectives on education in general and in schools and preschools, in particular. Furthermore, two areas recur across the chapters: the curriculum as part of a framework for the governance of schools and the curriculum as an arena for competing perspectives on knowledge.

Place, publisher, year, edition, pages
Elsevier, 2023 Edition: 4th
Series
International Encyclopedia of Education
Keywords
curriculum theory, current trends, curriculum governance, approaches of knowledge
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-118090 (URN)10.1016/B978-0-12-818630-5.02007-8 (DOI)2-s2.0-85150566477 (Scopus ID)9780128186305 (ISBN)
Available from: 2022-12-29 Created: 2022-12-29 Last updated: 2024-02-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5554-6041

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