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Travelling concepts in national curriculum policy-making: The example of competencies
Linnaeus University, Faculty of Social Sciences, Department of pedagogy. (Studies in Curriculum, Teaching and Evaluation (SITE))
Linnaeus University, Faculty of Social Sciences, Department of Education. (Studies in Curriculum, Teaching and Evaluation (SITE))ORCID iD: 0000-0003-0644-3489
2016 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 15, no 3, p. 314-328Article in journal (Refereed) Published
Abstract [en]

In this article we will address the impact of Europeanisation on national curriculum reforms with empirical reference to the Swedish compulsory school, and based on the concept of competence discuss the question of transnational curriculum convergence. The main interest is directed towards how the answers to the question of what counts as knowledge and skills are changing in national curricula. The analysis shows that the recent Swedish compulsory school reform converges to the broader European knowledge discourse on the underlying level of philosophical ideas but also that several core concepts used in European policy texts are being reconceptualised and given a different meaning when re-contextualised in the national arena.

Place, publisher, year, edition, pages
Sage Publications, 2016. Vol. 15, no 3, p. 314-328
Keywords [en]
Competence, curriculum change, curriculum theory, discursive institutionalism, Europeanisation, Swedish compulsory school
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-34563DOI: 10.1177/1474904116641697ISI: 000376158500004Scopus ID: 2-s2.0-84968735417OAI: oai:DiVA.org:lnu-34563DiVA, id: diva2:720928
Available from: 2014-06-03 Created: 2014-06-03 Last updated: 2018-04-17Bibliographically approved

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Nordin, AndreasSundberg, Daniel

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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
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Output format
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  • asciidoc
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