Tracing Implications of Transnational Policy in Curriculum Events

Autor/in	Wahlström, Ninni
Titel	Tracing Implications of Transnational Policy in Curriculum Events
Quelle	In: Curriculum Journal, 31 (2020) 4, S.587-604 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.62
Schlagwörter	Curriculum Research; Educational Theories; Educational Policy; Global Approach; Foreign Countries; Expectation; Academic Standards; Sweden + Suchen Sie Ihr Suchwort? Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Educational theory; Theory of education; Bildungstheorie; Politics of education; Bildungspolitik; Globales Denken; Ausland; Expectancy; Erwartung; Schweden
Abstract	The purpose of this keynote address is to discuss how curriculum theory can make a specific contribution to research on transnational education policy; in particular, curriculum theory has implications for national policy due to the interest in exploring educational phenomena at different levels of the school system. From a Swedish perspective on curriculum theory, the coordinative transnational policy ideas of having 'high expectations' and 'raising standards' are traced through three levels of analysis: the transnational/national societal arena, the programmatic curriculum arena and the classroom/teaching arena. The transnational policy idea of 'international standards' underpins the idea of standards-based curricula, with a focus on the need to reach certain standards of knowledge and obtain equity in assessment; accordingly, such objectives have certain implications for curriculum structure and content as well as for actual teaching in the classroom. At each level of analysis, some concepts are introduced because of their potential to contribute in both exploratory and clarificatory ways. The analysis indicates that there is a need to uphold the role of the curriculum as a framework for genuine "educational" standards, with the professional teacher serving as the main actor for building educational relationships; otherwise, there is a risk that curriculum standards will degenerate into the instrumental standardisation of knowledge and teaching. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01