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Wahlström, N. (2018). A theoretical framework: from policy to curriculum and comparative classroom studies. In: Ninni Wahlström & Daniel Sundberg (Ed.), Transnational curriculum standards and classroom practices: The new meaning of teaching (pp. 31-47). London: Routledge
Open this publication in new window or tab >>A theoretical framework: from policy to curriculum and comparative classroom studies
2018 (English)In: Transnational curriculum standards and classroom practices: The new meaning of teaching / [ed] Ninni Wahlström & Daniel Sundberg, London: Routledge, 2018, p. 31-47Chapter in book (Other academic)
Abstract [en]

Drawing on Doyle’s (1992) comprehension of a curriculum as a coherent set of contexts and activities or ‘events’ sequenced over days or weeks to build students’ competencies toward desired goals, it follows that a major task of curriculum theory is to identify the frames that limit curriculum choices and to explore the pedagogic implications that follow. This approach to curriculum rejects the split between curriculum and pedagogy, in which the curriculum theory domain deals with questions of what knowledge is most valuable, while pedagogy was traditionally an affair for psychology. Curriculum exists not only as a document, but also as a set of enacted events resulting from context-specific interactions between teachers and students, understood as ‘curriculum events’. Thus, pedagogy is not viewed as a neutral form of teaching that lacks clear connections to the curriculum content and structure; rather, it is a combination of curriculum text and discursive practice in the classroom, involving the transformation of curriculum content into the subject of actual teaching. Pedagogy and curriculum are, in this sense, understood as two aspects of a social context centred on a teacher and a group of students. With reference to Alexander (2009, p. 927), ‘[p]edagogy is the observable act of teaching together with its attendant discourse of educational theories, values, evidence and justifications’ (italics in original).

Place, publisher, year, edition, pages
London: Routledge, 2018
Keywords
comparative classroom research, classroom discourse, curriculum events
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-69144 (URN)978-1-138-08749-1 (ISBN)9781315110424 (ISBN)
Projects
Understanding curriculum reforms: A theory-oriented evaluation of the Swedish Curriculum reform Lgr 11
Funder
Swedish Research Council, 721-2013-2218
Available from: 2017-12-10 Created: 2017-12-10 Last updated: 2018-03-06Bibliographically approved
Bergh, A. & Wahlström, N. (2018). Conflicting goals of educational action: a study of teacher agency from a transactional realism perspective. Curriculum Journal, 29(1), 134-149
Open this publication in new window or tab >>Conflicting goals of educational action: a study of teacher agency from a transactional realism perspective
2018 (English)In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 29, no 1, p. 134-149Article in journal (Refereed) Published
Abstract [en]

This study focuses on the different ways in which teachers relatetheir situational agency and professional assignment to the nationalcurriculum content and curriculum dilemmas. It builds theoreticallyon transactional realism and empirically on analyses of interviewswith teachers, exploring the nature of teacher agency during theenactment of a new Swedish curriculum reform. To uphold a dualperspective of teachers’ relation to the curriculum as bothcollectively and individually experienced and as both an ideal andrealistic–practical relation, we term the future as ‘projectiveexperiences’, the presence as ‘practical-evaluative experiences’ andthe past ‘iterational experiences’ in relation to agency. Especially,we are interested in the ‘what’ in the curriculum – what theteachers find intriguing, important or impossible and what affectshow they relate to the curriculum as part of the multidimensionalstructures influencing their agency. This approach reveals that thecrucial issue of teacher agency is related to the policy discourse onknowledge and equity as standards and the uniformity ofassessment and its pedagogical consequences.

Place, publisher, year, edition, pages
London: Routledge, 2018
Keywords
Curriculum; teacher agency; transactional realism; educational reform; Sweden
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-68965 (URN)10.1080/09585176.2017.1400449 (DOI)
Projects
This study is part of the research project ‘Theory-based evaluation of the curriculum Lgr 11’, which is financed by the Swedish Institute for the Evaluation of Labour Market and Education Policy
Available from: 2017-11-23 Created: 2017-11-23 Last updated: 2018-03-02Bibliographically approved
Alvunger, D. & Wahlström, N. (Eds.). (2018). Den evidensbaserade skolan: svensk skola i skärningspunkten mellan forskning och praktik. Natur och kultur
Open this publication in new window or tab >>Den evidensbaserade skolan: svensk skola i skärningspunkten mellan forskning och praktik
2018 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Natur och kultur, 2018. p. 231
National Category
Pedagogy
Identifiers
urn:nbn:se:lnu:diva-71730 (URN)
Available from: 2018-03-21 Created: 2018-03-21 Last updated: 2018-06-02
Wahlström, N. & Sundberg, D. (2018). Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum. Journal of education policy, 33(1), 163-183
Open this publication in new window or tab >>Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum
2018 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 33, no 1, p. 163-183Article in journal (Refereed) Published
Abstract [en]

Discourse approaches in education policy analysis have gained prominence in the last decade. However, though the literature on policy discourses is growing, different conceptions of the ‘discursive’ dimension and its potential for empirical analysis related to the field of curriculum policy have not yet been fully researched. To address this gap in education policy research, this article explores the framework of discursive institutionalism. Using background and foreground ideas and coordinative and communicative discourses on three analytically distinct levels, this article proposes and discusses a framework for empirically analysing, explaining and understanding education reforms on the transnational and local levels. The introduced conceptual framework represents an integration of discursive institutionalism (DI) and curriculum theory (CT) to provide a more multifaceted set of concepts to explore the lending and borrowing of transnational education policies and their application at both national and local levels. These concepts have been applied as analytical tools in a research study on the most recent curriculum reform in Sweden, and they may serve as an example of how different ideas, discourses and levels can be distinguished in research studies to maintain the complexity of education reforms.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2018
Keywords
curriculum theory; policy studies; discursive institutionalism; comparative studies
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-66026 (URN)10.1080/02680939.2017.1344879 (DOI)000428727400009 ()
Projects
Understanding Curriculum Reforms (VR)
Funder
Swedish Research Council
Note

The article is a full open access article

Available from: 2017-07-01 Created: 2017-07-01 Last updated: 2018-04-20Bibliographically approved
Wahlström, N., Nordin, A. & Hallbäck, M. (2018). Externalisation as standardisation?: Examining the use of references in the Swedish school commission. In: : . Paper presented at Nordic Educational Research Association.
Open this publication in new window or tab >>Externalisation as standardisation?: Examining the use of references in the Swedish school commission
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-71721 (URN)
Conference
Nordic Educational Research Association
Available from: 2018-03-21 Created: 2018-03-21 Last updated: 2018-03-21
Sundberg, D. & Wahlström, N. (2018). From transnational curriculum standards to classroom practices: the new meaning of teaching. In: Ninni Wahlström & Daniel Sundberg (Ed.), Transnational curriculum standards and classroom practices: The new meaning of teaching (pp. 133-150). London: Routledge
Open this publication in new window or tab >>From transnational curriculum standards to classroom practices: the new meaning of teaching
2018 (English)In: Transnational curriculum standards and classroom practices: The new meaning of teaching / [ed] Ninni Wahlström & Daniel Sundberg, London: Routledge, 2018, p. 133-150Chapter in book (Other academic)
Abstract [en]

To understand and explain the new meanings of teaching, with all its varied expressions, the focus needs to be directed towards communication about and between different arenas. Education involves relations in large as well as small contexts. Teachers cannot be expected to create meaningful relations between students and school content alone. Schooling is embedded in larger societal narratives of the benefits and purposes of schooling, both for the individual and for society as a whole, which is the reason it is important to explore the meaning and consequences of educational reforms. All educational reforms carry a specific discourse on education that explains the ways education and its current and future prospects are understood at a certain time and in certain spaces. By studying a specific reform, it is possible to examine the types of expressions the reform content contains for different arenas as well as the affinity involved in relation to other contemporary educational policy movements.

Place, publisher, year, edition, pages
London: Routledge, 2018
Keywords
transnational policy, classroom discourses, comparative studies, curriculum theory, curriculum standards
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-69079 (URN)978-1-138-08749-1 (ISBN)978-1-315-11042-4 (ISBN)
Projects
Understanding Curriculum Reforms - A Theoty-Oriented Evaluation of the Swedish Curriculum Reform Lgr 11
Available from: 2017-12-04 Created: 2017-12-04 Last updated: 2018-03-06Bibliographically approved
Alvunger, D. & Wahlström, N. (2018). Lärarutbildningens forskningsbasering. In: Den evidensbaserade skolan. Svensk skola i skärningspunkten mellan forskning och praktik.: . Natur och kultur
Open this publication in new window or tab >>Lärarutbildningens forskningsbasering
2018 (Swedish)In: Den evidensbaserade skolan. Svensk skola i skärningspunkten mellan forskning och praktik., Natur och kultur, 2018Chapter in book (Other academic)
Place, publisher, year, edition, pages
Natur och kultur, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:lnu:diva-71731 (URN)
Available from: 2018-03-21 Created: 2018-03-21 Last updated: 2018-03-21
Alvunger, D. & Wahlström, N. (2018). Research-based teacher education? Exploring the meaning potentials of Swedish teacher education. Teachers and Teaching: theory and practice, 24(4), 332-349
Open this publication in new window or tab >>Research-based teacher education? Exploring the meaning potentials of Swedish teacher education
2018 (English)In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 24, no 4, p. 332-349Article in journal (Refereed) Published
Abstract [en]

In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Teacher education, research-based education, pedagogic discourse, pedagogic identity, meaning potentials
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68994 (URN)10.1080/13540602.2017.1403315 (DOI)000428866700002 ()
Available from: 2017-11-25 Created: 2017-11-25 Last updated: 2018-04-20Bibliographically approved
Höstfält, G., Sundberg, D. & Wahlström, N. (2018). The Recontextualisation of Policy Messages: The Local Authority as a Policy Actor. In: Ninni Wahlström & Daniel Sundberg (Ed.), Transnational curriculum standards and classroom practices: The new meaning of teaching (pp. 67-82). London: Routledge
Open this publication in new window or tab >>The Recontextualisation of Policy Messages: The Local Authority as a Policy Actor
2018 (English)In: Transnational curriculum standards and classroom practices: The new meaning of teaching / [ed] Ninni Wahlström & Daniel Sundberg, London: Routledge, 2018, p. 67-82Chapter in book (Other academic)
Abstract [en]

What is significant is that the curriculum is always linked to institutional decision-making. Any such discussion must continually address multiple and interconnected issues: what subject matter is to be taught; what content should be selected; why this subject matter should be taught and this content selected; how it should be taught; for whom it should be useful; and whose knowledge it represents. Today, these questions are crucial as we face social, political and cultural changes that challenge ideas about educating citizens for new futures as well as ideas regarding the very core processes of teaching and learning.

Place, publisher, year, edition, pages
London: Routledge, 2018
Keywords
curriculum theory, plicy studies, comparative studies in education, classroom studies
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-71407 (URN)978-1-138-08749-1 (ISBN)9781315110424 (ISBN)
Projects
Understanding Curriculum Reforms - A Theoty-Oriented Evaluation of the Swedish Curriculum Reform Lgr 11
Funder
Swedish Research Council, D0221801
Available from: 2018-03-06 Created: 2018-03-06 Last updated: 2018-03-06Bibliographically approved
Wahlström, N. (2018). The travelling reform agenda: the Swedish case through the lens of the OECD. In: Ninni Wahlström & Daniel Sundberg (Ed.), Transnational curriculum standards and classroom practices: The new meaning of teaching (pp. 15-30). London: Routledge
Open this publication in new window or tab >>The travelling reform agenda: the Swedish case through the lens of the OECD
2018 (English)In: Transnational curriculum standards and classroom practices: The new meaning of teaching / [ed] Ninni Wahlström & Daniel Sundberg, London: Routledge, 2018, p. 15-30Chapter in book (Other academic)
Abstract [en]

In this chapter, the central theme is the consequences of an individual country turning to an intergovernmental organisation, the Organisation for Economic Co-Operation and Development (OECD), to have its school systems assessed by an authoritative educational policy actor. This analysis adheres to current comparative research policy borrowing and lending, where national policy-makers project their policy agendas into ‘international standards’ and international judgements to justify their own educational policy reform agenda. The assumption is that national policy-makers with lengthy conflicts in a policy field such as education are likely to turn their attention to another country’s educational system to legitimise their national policy; that is, they use another country as a ‘projection’ for their internal debates (Steiner-Khamsi, 2012; Takayama et al., 2013 ). In this case, the OECD instead uses its transnational policy as a ‘projection’ for a good and ‘evidence-based’ policy that is applied to a long-debated national school system. However, when a transnational reform agenda works as the lens through which an individual country’s school system is to be judged, it might be quite difficult to catch sight of the local/national school system. Instead, the transnational perspective tends to dominate and obscure the character of the national school system that is under the magnifying glass. In the present analysis, two different approaches are brought together in a common framework: curriculum theory (CT) and discursive institutionalism (DI).

Place, publisher, year, edition, pages
London: Routledge, 2018
Keywords
comparative studies, policy borrowing, Sweden; discursive institutionalism; curriculum theory
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-69143 (URN)978-1-138-08749-1 (ISBN)9781315110424 (ISBN)
Projects
Understanding Curriculum Reforms - A Theory-Oriented Evaluation of the Swedish Curriculum Reform Lgr 11
Funder
Swedish Research Council, 721-2013-2218
Available from: 2017-12-10 Created: 2017-12-10 Last updated: 2018-03-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5554-6041

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