Constitutions of Childhood through Interpretations of a Curriculum

Autor/in	Löf, Camilla
Titel	Constitutions of Childhood through Interpretations of a Curriculum
Quelle	In: Journal of Research in Childhood Education, 32 (2018) 2, S.135-149 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2017.1418463
Schlagwörter	National Curriculum; Discourse Analysis; Compulsory Education; Values; Teaching Methods; Lesson Plans; Student Needs; Risk; Daily Living Skills; Educational Quality; Equal Education; Teacher Role; Audio Equipment; Social Problems; Educational Change; Observation; Community Characteristics; Disadvantaged; Content Analysis; Interpersonal Competence; Self Control; Course Content; Crime; Elementary Secondary Education; Preschool Education; School Culture; Student Attitudes; Prosocial Behavior; Ethnic Groups; Student Diversity; Foreign Countries; Teacher Attitudes; Sweden + Suchen Sie Ihr Suchwort? Diskursanalyse; Schulpflicht; Wertbegriff; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Risiko; Alltagsfertigkeit; Quality of education; Bildungsqualität; Lehrerrolle; Audio-CD; Social problem; Soziales Problem; Bildungsreform; Beobachtung; Inhaltsanalyse; Interpersonale Kompetenz; Selbstbeherrschung; Kursprogramm; Crimes; Delict; Delicts; Delikt; Pre-school education; Vorschulerziehung; Schulkultur; Schulleben; Schülerverhalten; Ethnie; Ausland; Lehrerverhalten; Schweden
Abstract	Central values promoted in a national curricula are often uncontested (Arnot, Hopman, & Molander, 2007; Colnerud, 2004; Popkewitz, 2009). Therefore, a critical understanding of these values is crucial, as is an understanding of how students are affected by interpretations of certain values as fundamental. The aim of this study is to cast light on how educators in a Swedish compulsory school interpreted the values promoted in the national curricula, when they formulated local work plans. Using critical discourse analysis (Fairclough, 2010) combined with the sociology of childhood (Corsaro, 2005; James & Prout, 1997; Lee, 2001), the analysis focuses on the constitutions of childhood through local interpretations of values promoted by the curricula. The results suggest that the values upheld in the local work plans were closely intertwined with the educators' own understandings of what children in the school's neighborhood needed. The educators identified social problems in the community, such as crime, and built the curriculum from there. As a consequence, the local work with core values risked constituting an even more segregated and stigmatized childhood. However, the study did show that the process of revising allows educators to gain insight and take a salutogenic approach. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01