lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
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
Upgraded curriculum?: An analysis of knowledge boundaries in teaching under the Swedish subject-based curriculum
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. (SITE)ORCID iD: 0000-0002-1911-6615
2018 (English)In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704, Vol. 29, no 3, p. 424-440Article in journal (Refereed) Published
Abstract [en]

This article offers a contribution to the current debate about knowledge and the curriculum, especially initiated by social realist writers. The enacted Swedish subjects-based curriculum for compulsory schooling is examined and is also used as a significant case with the aim of discussing practical implications of social realist claims regarding knowledge and the curriculum. Video-recorded lessons from grade six in six different Swedish schools, in combination with teacher interviews, are explored within the scope of a curriculum theory framework with the purpose of illuminating dominant patterns of knowledge boundaries and knowledge conceptions. The study shows how the Swedish subject-based curriculum frames teaching in a direction where a disciplinary knowledge conception with fixed knowledge boundaries predominates over other knowledge forms. The subject-based curriculum also appears to produce an ‘overloading’ of content, which implies that pupils’ questions and experiences are avoided and dismissed in the teaching practice.

Place, publisher, year, edition, pages
Taylor & Francis, 2018. Vol. 29, no 3, p. 424-440
Keywords [en]
Curriculum, Social realism, Subject-based curriculum, Knowledge boundaries, Classrooms observations
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-70774DOI: 10.1080/09585176.2018.1442231ISI: 000441393600009OAI: oai:DiVA.org:lnu-70774DiVA, id: diva2:1182158
Projects
Understanding Curriculum Reforms - A Theory-Oriented Evaluation of the Swedish Curriculum Reform LGR 11
Funder
Swedish Research CouncilAvailable from: 2018-02-12 Created: 2018-02-12 Last updated: 2019-01-15Bibliographically approved

Open Access in DiVA

fulltext(742 kB)71 downloads
File information
File name FULLTEXT01.pdfFile size 742 kBChecksum SHA-512
56ca1baacaf3462936166d147bee19e6478c7b079e5276c059546734e8afe1fbe2cef52d67b90992f4320a8276c6d93d4a63295a217dc8e76699afbec8389326
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Authority records BETA

Adolfsson, Carl-Henrik

Search in DiVA

By author/editor
Adolfsson, Carl-Henrik
By organisation
Department of Education and Teacher's Practice
In the same journal
Curriculum Journal
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 71 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 597 hits
CiteExportLink to record
Permanent link

Direct link
Cite
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