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
The curriculum for secondary school viewed through the lens of transnationalism and equality: the Humanities and the subject of Swedish
Örebro University. (SITE)ORCID iD: 0000-0001-5554-6041
2013 (English)In: ECER 2013, Creativity and Innovation in Educational Research: Network: 23. Policy Studies and Politics of Education, 2013, 2013Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

There is an ambiguous relation between the three concepts of globalization, knowledge and curriculum (Yates & Young 2010). A ‘knowledge economy’, through transnational institutions like the OECD and the EU, emphasizes standards, innovation and creativity; thus the contest on what counts as knowledge in national curricula implies a tension between the 'traditional' and 'essential' curriculum. This analysis is focused on the subject of Swedish in the Swedish secondary school, and its displacement through the last two curriculum reforms (1994 and 2011). First, the curriculum, with a focus on the subject of Swedish, is analyzed in relation to transnational and national policy concepts, as knowledge, creativity and innovation. Drawing on Fairclough’s critical discourse analysis, global and macro-regional discourses are recontextualized through dialectical processes of external ‘colonisation’ and internal ‘appropriation’. Second, the analysis is in particular focused on equity, analyzed and discussed in terms of the ‘capability approach’ (Unterhalter & Brighouse 2007), since there is evidence of reduced equivalence in the Swedish school system during the last decade. The analysis results are discussed from three ‘value’ perspectives: the instrumental, the positional, and the intrinsic value of education.

Place, publisher, year, edition, pages
2013.
Keywords [en]
curriculum theory, policy studies, capabilities, institutionalism
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-31542OAI: oai:DiVA.org:lnu-31542DiVA, id: diva2:689569
Conference
The European Conference on Educational Research in Istanbul, 10–13 September 2013. Network 23, Policy Studies and Politics of Education. Symposium: Knowledge Agendas, Humanities Subjects and Equity: Examining Curriculum Policy Reforms in Three National Contexts.
Available from: 2014-01-21 Created: 2014-01-21 Last updated: 2015-05-26Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Abstract

Authority records BETA

Wahlström, Ninni

Search in DiVA

By author/editor
Wahlström, Ninni
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 142 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