Globalization and Curriculum

Anderson‐Levitt, Kathryn M.; Paine, Lynne; Rizvi, Fazel

doi:10.4135/9781412976572.n17

Cited by 60 publications

(19 citation statements)

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“…One example of such uniformity is the choice by many countries to structure their mass schooling systems in the form a six-year primary level and three-year junior and senior secondary levels, following the UNESCO statistical system (Meyer et al 1997). This perspective on rationalised modernity has been criticised because it tends to ignore power relations, choosing instead to highlight governments' tendencies towards both competition and coordination (Anderson-Levitt 2008). The so-called Stanford School world society theory, presented by John W. Meyer and his colleagues, suggests a sociological neo-institutionalist approach that emphasises the role of ideational factors in international politics (Buhari-Gulmez 2010).…”

Section: Ideas Arguments and Discursive Interactions In Institutionamentioning

confidence: 99%

Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum

Wahlström

Sundberg

2017

Journal of Education Policy

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Discourse approaches in education policy analysis have gained prominence in the last decade. However, though the literature on policy discourses is growing, different conceptions of the 'discursive' dimension and its potential for empirical analysis related to the field of curriculum policy have not yet been fully researched. To address this gap in education policy research, this article explores the framework of discursive institutionalism. Using background and foreground ideas and coordinative and communicative discourses on three analytically distinct levels, this article proposes and discusses a framework for empirically analysing, explaining and understanding education reforms on the transnational and local levels. The introduced conceptual framework represents an integration of discursive institutionalism (DI) and curriculum theory (CT) to provide a more multifaceted set of concepts to explore the lending and borrowing of transnational education policies and their application at both national and local levels. These concepts have been applied as analytical tools in a research study on the most recent curriculum reform in Sweden, and they may serve as an example of how different ideas, discourses and levels can be distinguished in research studies to maintain the complexity of education reforms.

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Section: Ideas Arguments and Discursive Interactions In Institutionamentioning

confidence: 99%

Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum

Wahlström

Sundberg

2017

Journal of Education Policy

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“…3 Studies on intended curricula include analyses of official educational documents from parliaments, governments and national educational authorities. However, these studies of intended curricula often need to be read together with case studies or ethnographic observations of what actually happens in local curriculum work and learning situations to fully grasp the impact of context and the complexities in achieved curricula (Anderson-Levitt, 2008). The movement toward evidence-based policy for education can be expected to create increased demands for large quantitative surveys to provide evidence of how curricula should be designed in view of the achieved curricula, that is 'what works'.…”

Section: A Concluding Discussionmentioning

confidence: 99%

Where is ‘the political’ in curriculum research?

Wahlström

2018

Journal of Curriculum Studies

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As an overview in connection with the 50th anniversary of the Journal of Curriculum Studies (JCS), this article begins with John Dewey's notion that all educational actions carry philosophical implications. The tension between different education-research philosophies, between non-social and social education philosophies in Dewey's terms, becomes visible in an overview of articles published during the past 50 years of the JCS. Therefore, the purpose here is to explore in what different forms and in what different spaces the political takes shape in curriculum research. Policies on education always address fundamental political questions in the sense that debates on education inevitably include alternative views of good education and good society. Instead of looking for the political, it seems to be more fruitful to look for different ways of expressing the political. This, in turn, might contribute to a more nuanced debate on which political perspectives will be most productive in developing the curriculum research field. Three views on 'the political' are identified. The first is a personal, 'over-socialized' view based on personal experiences, the second is a 'social' view that focuses on social interactions and societal implications, and the third is an impersonal, 'under-socialized' view based on 'science'.

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“…Importa também salientar para esta análise os diferentes contextos/níveis de decisão curricular -político-administrativo, de gestão e de realização (Pacheco, 2007), pois como sustenta Anderson-Levitt (2008), embora haja esta tendên-cia para a aparente uniformização curricular a nível mundial, esta está apenas a verificar-se no contexto/nível de decisão curricular político-administrativo (macro), pois o que se passa nas salas de aula (contexto de realização) varia.…”

Section: Transnacionalização Da Educaçãounclassified