Political Governing and Curriculum Change – From Active to Reactive Curriculum Reforms The need for a reorientation of Curriculum Theory

Lundgren, Ulf P.

doi:10.1080/16522729.2006.11803914

Cited by 25 publications

(27 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These developments can be seen as a response to a globalised world and an economy where production has changed, with new technologies and a society marked by heterogeneity in cultures and beliefs (Lundgren, 2006). In today's knowledge society, traditional ideological and centralised steering of education is challenged by rapid changes in information and knowledge (Aasen, 2012).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Uploading, downloading and uploading again – concepts for policy integration in education research

Prøitz

2015

Nordic Journal of Studies in Educational Policy

View full text Add to dashboard Cite

mentioning

confidence: 99%

“…As noted by Lundgren (2006), these developments lead to changes in power structures that influence how education is governed. Grounded in an understanding of the curriculum as '.…”

mentioning

confidence: 99%

Uploading, downloading and uploading again – concepts for policy integration in education research

Prøitz

2015

Nordic Journal of Studies in Educational Policy

View full text Add to dashboard Cite

“…Moreover, it can be argued that manifestations of decentralization and agency differ between the Scandinavian countries and countries in Northern Europe and the USA (Møller & Skedsmo, 2013;Gunter et al, 2016;Prøitz & Aasen, 2017), and traditions for assessment and grading even vary considerably across the Scandinavian countries (Lundahl, Hulten, & Tveit, 2017). Variations in curriculum development between countries have been described as reflecting long-standing traditions in approaches to schooling in terms of curriculum versus didaktik (Hopmann, 2015;Lundgren, 2006;Karseth & Sivesind, 2010). Moreover, what is considered as evidence in education has been observed as differing between contexts, regions and countries (Gough, Tripney, Kenny, & Buk-Berge, 2011;Rieper & Hansen, 2007).…”

Section: Introductionmentioning

confidence: 99%

Investigative modes in research on data use in education

Prøitz

Mausethagen

Skedsmo

2017

Nordic Journal of Studies in Educational Policy

View full text Add to dashboard Cite

This article reports on the findings from a literature review of research on data use in education published in English, German and Scandinavian languages. The review is inspired by methods for systematic mapping. The analysis illustrates how the characteristics of the total corpus of 129 articles on data use in education vary across different contexts, countries and regions. In all contexts, the studies primarily investigate structures and systems around data use. While the Anglophone studies are mainly empirical and often concerned with implementation and effectiveness in terms of data use, the studies published in German and Scandinavian languages focus more heavily on discussions and analytical reflections upon the developments of data use in education. Six investigative modes of studies on data use that can contribute to creating a more nuanced understanding of research on data use in education are identified, presented and discussed. ARTICLE HISTORY

show abstract

“…In the new frameworks for national testing, the content of schooling is redefined in terms of competence aims, detailing levels of achievement in certain areas. These evaluations partly contest the formal curriculum and become reactive to what is considered as the main purposes and aims of schooling (Lundgren, 2006).…”

Section: Introductionmentioning

confidence: 99%

Conceptualising Curriculum Knowledge Within and Beyond the National Context

Karseth

Sivesind

2010

Euro J of Education

123

View full text Add to dashboard Cite

The core theme of this article is the implications of a global language for the curriculum and how it can be dealt with in terms of content knowledge and reform. First, the article conceptualises curriculum from the perspective of schooling within a geographical territory, symbolising its own cultural history and the nation as a key agent in reform. Second, it takes a closer look at current reform designs and asks how they represent equivalent but also contrasting arguments and rationales about curriculum beyond the national. Third, the article discusses implications of globalisation for curriculum pertaining to both cultivation and qualification as indispensable parts of education and schooling. The main empirical point of departure is the formal curriculum guidelines in Norway, written policy documents, expert reports and evaluation frameworks, written within the last two decades. Through the application of a new language for change, these documents advocate world‐wide expectations which could harmonise curriculum across national boarders. However, the design of the reform is of core significance in standardisation processes, and highly dependent on the way matters and meanings are conceptualised in the professional semantics which accompany reform efforts within and beyond the national context.

show abstract

Political Governing and Curriculum Change – From Active to Reactive Curriculum Reforms The need for a reorientation of Curriculum Theory

Cited by 25 publications

References 0 publications

Uploading, downloading and uploading again – concepts for policy integration in education research

Uploading, downloading and uploading again – concepts for policy integration in education research

Investigative modes in research on data use in education

Conceptualising Curriculum Knowledge Within and Beyond the National Context

Contact Info

Product

Resources

About