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Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum
Linnaeus University, Faculty of Social Sciences, Department of Education. (Studies in Curriculum, Teaching and Evaluation (SITE))ORCID iD: 0000-0001-5554-6041
Linnaeus University, Faculty of Social Sciences, Department of Education. (Studies in Curriculum, Teaching and Evaluation (SITE))ORCID iD: 0000-0003-0644-3489
2018 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 33, no 1, 163-183 p.Article 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. Vol. 33, no 1, 163-183 p.
Keyword [en]
curriculum theory; policy studies; discursive institutionalism; comparative studies
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
URN: urn:nbn:se:lnu:diva-66026DOI: 10.1080/02680939.2017.1344879OAI: oai:DiVA.org:lnu-66026DiVA: diva2:1118666
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: 2017-11-01Bibliographically approved

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Wahlström, NinniSundberg, Daniel

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  • apa
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