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A theoretical framework: from policy to curriculum and comparative classroom studies
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. (Studies in Curriculum, Teaching and Evaluation (SITE))ORCID iD: 0000-0001-5554-6041
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. p. 31-47
Keywords [en]
comparative classroom research, classroom discourse, curriculum events
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-69144ISBN: 978-1-138-08749-1 (print)ISBN: 9781315110424 (electronic)OAI: oai:DiVA.org:lnu-69144DiVA, id: diva2:1164155
Projects
Understanding curriculum reforms: A theory-oriented evaluation of the Swedish Curriculum reform Lgr 11
Funder
Swedish Research Council, 721-2013-2218Available from: 2017-12-10 Created: 2017-12-10 Last updated: 2018-03-06Bibliographically approved

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Wahlström, Ninni

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf