23 SES 14 C JS, Education Leadership for Curriculum Change
Joint Symposium NW 23 and NW 26
The question of what drives curriculum change has for decades been an issue among educational scholars working in the field of curriculum theory (CT). Due to the globalisation of the curriculum field (cf. Andersson-Levitt, 2008), issues of how to address, understand and explain the role of transnational forces and actors as drivers of change have become central to the field (Nordin & Sundberg, 2014). As a result of this ’transnational turn’ it is necessary for scholars in the field of curriculum studies to reinvent their analytical tools (cf. Young, 2013; Deng, 2015) in order to be able to analyse curriculum-making as a complex and multi-layered practise taking place in a complex interplay between transnational, national as well as local arenas and a diversity of endogenous and exogenous forces and determinants. In response to this expressed need for scholars working in the field of CT to reinvent their analytical tools (cf. Deng, 2015) the aim of this article is to turn to discourse-institutionalism (DI) developed by Vivien Schmidt (2008, 2010, 2011, 2016) in order to examine its methodological potential and to develop an analytical framework for analysing curriculum change in the light of the ‘transnational turn’ within CT. We make use of Schmidt´s distinction between a coordinative and a communicative policy discourse. Somewhat simplified the coordinative discourse refers to the interaction among different kinds of policy elites while the communicative discourse refers to the interaction between these elites and the public. Furthermore, we make use of Schmidt’s stratified understanding of ideas at different policy levels, from philosophical ideas that are very stable over time, to programmatic ideas that changes somewhat easier to policy ideas who can change rapidly in order to capture the transformation of ideas travelling between different arenas and used by different actors. The different kinds of ideas we relate to the five different categories arenas (where?), actors (who?), content (what?), language (how?) and legitimation (why?). Combining these different categories facilitates a coherent analysis of curriculum change as simultaneously content and discursive interaction between different policy actors at different policy levels. Ongoing research on the most recent Swedish curriculum reform, Lgr 11 is used to provide empirical illustrations of how the framework and its concepts can be used for theoretical analyses and methodological designs especially focusing travelling curriculum policies on ‘competencies’.
Anderson-Levitt K.M. (2008).Globalization and Curriculum. In: Connelly F, Michael F. He, MF and Phillion, JA (eds) The SAGE Handbook of Curriculum and Instruction. Thousand Oaks: Sage Publications, pp. 349-368. Deng, Z. (2015). Content, Joseph Schwab and German Didaktik. Journal of Curriculum Studies, 47(6), 773-786. Nordin, A & Sundberg, D (red.) (2014). Transnational policy-flows in European education – the making and governing of knowledge in the education policy field. Oxford: Symposium books. Schmidt, Vivien A. 2008. Discursive Institutionalism: The Explanatory Power of Ideasand Discourse. The Annual Review of Political Science, 11, 303–326. Schmidt, Vivien A. 2010. Taking Ideas and Discourses Seriously: Explaining Change Through Discursive Institutionalism as the Fourth ‘New Institutionalism’. European Political Science Review, 2 (1): 1–25. Schmidt, V. (2011) Speaking of change: why discourse is key to the dynamics of policy transformation. Critical Policy Studies, 5(2), 106-126. Schmidt, V. (2016). The roots of neo-liberal resilience: Explaining continuity and change in background ideas in Europe’s political economy. The British Journal of Politics and International Relations, 18(2), 318-334. Young, M. (2013). Overcoming the crisis in curriculum theory: A knowledge-based approach. Journal of Curriculum Studies, 45(2), 101-118.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.