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Using Discursive Institutionalism for analysing the relation between policy and curriculum
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV). (SITE)ORCID-id: 0000-0003-0644-3489
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV). (SITE)ORCID-id: 0000-0001-5554-6041
2017 (Engelska)Ingår i: Presented at The ECER Conference, Copenhagen, March 23-25, 2017, Network: 23. Policy Studies and Politics of Education, 2017Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

In this paper, we introduce an integrated framework developed from both Vivien Schmidt’s (2008, 2010, 2012a, 2015) ‘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 actual application at a national and local level. The 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, thereby maintaining the complexity that is always built into the field of education policy and reform. We argue that a theory of discursive institutionalism  might contribute to a deeper understanding of what happens within the ‘black boxes’ of curriculum codes (Lundgren 1989) and conceptions of education (Englund 2005) built on curriculum theory by introducing a more articulated notion of institutional change as well as drawing attention to the discursive nature of transnational policy transfer (Steiner-Khamsi 2012).

The purpose of this paper is to contribute to an on-going conceptual discussion of how to trace the influence of policy on different institutional arenas. The key question that foregrounds the conceptual inquiry in this paper is ‘What concepts can form an analytical framework that considers the different arenas, discourses and social actors through which education policies are framed and performed?’

Ort, förlag, år, upplaga, sidor
2017.
Nyckelord [en]
discursive institutionalism; curriculum theory, conceptual exploration
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-67655OAI: oai:DiVA.org:lnu-67655DiVA, id: diva2:1137729
Konferens
The ECER Conference, Copenhagen, March 23-25, 2017, Network: 23. Policy Studies and Politics of Education
Tillgänglig från: 2017-09-01 Skapad: 2017-09-01 Senast uppdaterad: 2019-05-03Bibliografiskt granskad

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Sundberg, DanielWahlström, Ninni

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