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
Role of transnational and national education policies in realisation of critical thinking: the cases of Sweden and Kosovo
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. (Studien in Curriculum, Teaching and Evaluation (SITE))
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. (Studien in Curriculum, Teaching and Evaluation (SITE))ORCID iD: 0000-0001-5554-6041
2019 (English)In: Curriculum Journal, ISSN 0958-5176, E-ISSN 1469-3704Article in journal (Refereed) Epub ahead of print
Abstract [en]

Against the backdrop of the push from the European Commission and the Organisation for Economic Cooperation and Development for competence-based curricula, this article problematises the complexity of developing 21st century skills, such as critical thinking, by addressing the role transnational and national policy contexts play in realising critical thinking in the national contexts of Sweden and Kosovo. The article distinguishes between policy-critical thinking and civic-critical thinking. Relying on analyses of curriculum and policy documents, it is concluded that while in the Swedish context critical thinking competence (or ability) seems to be much more implicit than explicit, in Kosovo, the national curriculum makes explicit references to thinking competences as a form of policy-critical thinking and civic competencies as a form of civic-critical thinking. Thus, students in both contexts have opportunities to develop critical thinking skills. Further, Sweden emerges as a divergent case and Kosovo as a convergent case with regard to transnational policy flow research paradigms.

 

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019.
Keywords [en]
Competence-based curricula; critical thinking; transnational education policies; teacher education; mother tongue; Sweden; Kosovo
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-84014DOI: 10.1080/09585176.2019.1615523OAI: oai:DiVA.org:lnu-84014DiVA, id: diva2:1318652
Available from: 2019-05-28 Created: 2019-05-28 Last updated: 2019-10-18

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Tahirsylaj, ArmendWahlström, Ninni

Search in DiVA

By author/editor
Tahirsylaj, ArmendWahlström, Ninni
By organisation
Department of Education and Teacher's Practice
In the same journal
Curriculum Journal
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 14 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