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What Knowledge Counts when Revising a Curriculum?: On Discursive Positionings in the Swedish Educational Landscape.
Inst. för sociologi och arbetsvetenskap, Göteborgs universitet.
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.ORCID iD: 0000-0003-4008-0749
2016 (English)In: NFPF/NERA's 44th Congress 2016 : Social Justice, Equality and Solidarity in Education: Book of Abstracts, Helsinki: University of Helsinki , 2016, 31-32 p.Conference paper, Abstract (Other academic)
Abstract [en]

Writing or revising a curriculum is often anadvanced process as education can be viewed as adiscursive battlefield. Furthermore, educational policies are often seen as complex, ongoing social practices of normative cultural production constituted by diverse actors/stakeholders across diverse contexts and thus interesting to analyse,especially in 'the age of globalization'. This paper outlines perspectives on the policy process taking place in order to revise the Swedish National Curriculum, now known as Lgr 11.

Place, publisher, year, edition, pages
Helsinki: University of Helsinki , 2016. 31-32 p.
Keyword [en]
Swedish National Curriculum, Lgr 11, curriculum process, educational documents
National Category
Educational Sciences
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
URN: urn:nbn:se:hv:diva-9321OAI: oai:DiVA.org:hv-9321DiVA: diva2:922357
Conference
NERA 44th Congress, 2016, 9-11 March, Helsinki Finland
Available from: 2016-04-22 Created: 2016-04-22 Last updated: 2016-04-22Bibliographically approved

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Brömssen, Kerstin von
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