A Third Wave of European Education Policy: Transnational and National Conceptions of Knowledge in Swedish Curricula

Autor/in	Wahlström, Ninni
Titel	A Third Wave of European Education Policy: Transnational and National Conceptions of Knowledge in Swedish Curricula
Quelle	In: European Educational Research Journal, 15 (2016) 3, S.298-313 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904116643329
Schlagwörter	Educational Policy; Foreign Countries; Discourse Analysis; Standards; Competency Based Education; National Curriculum; Teaching Methods; Preschool Education; Leisure Time; Compulsory Education; Comparative Education; International Cooperation; Reading Achievement; European Union; Sweden; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Ausland; Diskursanalyse; Standard; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Vorschulerziehung; Freizeit; Schulpflicht; Vergleichende Erziehungswissenschaft; Internationale Kooperation; Internationale Zusammenarbeit; Leseleistung; Schweden
Abstract	The aim of this article is to examine how transnational concepts within educational policies influence national curricula in the reconceptualisation of educational policy into concrete curriculum texts. Based on a critical discourse analysis and the concepts of recontextualisation, convergence and divergence, a third wave of European policy discourse has been identified, emphasising an increasing interest in compulsory school and curriculum. Analyses of policies and pedagogical texts show a convergence between a European and a Swedish knowledge discourse concerning standards, basic skills and a performance-based curriculum; however, there is a divergence in terms of transversal skills in transnational policy documents compared to an emphasis on school subjects in the Swedish curriculum. In the transnational arena, the concept of knowledge is mainly interpreted in terms of competencies, while in the Swedish curriculum--the Curriculum for the Compulsory School, Preschool Class and the Leisure-Time Centre 2011--knowledge is understood in more traditional terms and includes abilities within subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01