23 SES 07 E JS, European Curriculum Policy: The case of curriculum making in diverse contexts Part 1
Joint Symposium NW 03 and NW 23 to be continued in 23 SES 08 E JS
The year 2000, when the Lisbon strategy (Presidency Conclusions 2000) was adopted by the European Council, can be viewed as a starting point of an increasing interest in education policy on the transnational arena. Both the EU and the OECD are intergovernmental organizations where governments and national authorities cooperate closely across national borders. This co-operation results in common objectives and evaluations, but above all, in a common language about education and a shared view of education's problems and solutions (e.g. European Commission 2017). This kind of transnational cooperation, including private actors such as McKinsey and Pearson, forms an international discourse for education policy (Dale, 2010; Grek 2009; Robertson 2008). Thus, we consider the Swedish curriculum reform for compulsory school, Lgr 11, as part of a transnational policy movement in which the different countries relate differently to certain key policy messages. Such messages include that school needs to be more effective in providing all students with knowledge and raising the achievement of knowledge outcomes. Another clear message is that the national school systems need to be clearly governed from national level (Wahlström & Sundberg, 2017). Drawing on discursive institutionalism (Schmidt, 2015) and organizational and institutional theory (Coburn, 2004), this paper focuses on the central educational policy messages from transnational and national policy arenas and their recontextualization on a municipal and school level with Sweden as an example. To capture the links between macro, meso and micro arenas, key policy “messages” from the macro policy arena can be examined regarding in what ways, and to what extent, these messages are adopted or rejected by actors on the municipal and school arenas (Coburn, 2015; Höstfält et al. 2017). For exploring the ‘governing by discourse’, coordinative and communicative discourses are identified, as well as background and foreground ideas (Schmidt 2015). The study builds on interviews with 18 teachers teaching in grade 6 and 9 in different municipalities and schools, and 12 superintendents in charge of compulsory school as well as 12 chairmen of political committees responsible for compulsory school at municipal level. The interviews are analysed in relation to in what ways the actors assimilate or reject the policy messages and to what extent they use deliberative or coordinative discourses to form their understanding of the curriculum reform.
Dale, R. (2010). Specifying Globalization Effects on National Policy: A Focus on the Mechanisms. Journal of Education Policy, 14(1), 1–17. European Commission (2017). Education and training monitor 2017. Country analysis. Brussels: European Commission. Grek, S. (2009). Governing by Numbers: The PISA Effect in Europe. Journal of Education Policy, 24(1), 23–37. Höstfält, G; Sundberg, D. & Wahlström, N. (2017). The Recontextualisation of Policy Messages—The Local Authority as a Policy Actor. In Wahlström, N. & Sundberg, D (Eds.), Transnational curriculum standards and classroom practices: The new meaning of teaching. Abingdon Oxon: Routledge. Robertson, S.L. (2008). Embracing the Global: Crisis and the Creation of a New Semiotic Order to Secure Europe’s Knowledge-Based Economy. In B. Jessop, N. Fairclough, & R. Wodak (Eds.), Education and the Knowledge-Based Economy in Europe, 89–108. Rotterdam: Sense Publishers. Schmidt, Vivien A. 2015. Discursive Institutionalism: Understanding Policy in Context. In F. Fischer, D. Torgerson, A. Durnová, & M. Orsini, Handbook of Critical Policy Studies, 171–189. Cheltenham, UK: Edward Elgar Publishing. Wahlström, Ninni & Sundberg, Daniel (Eds.) (2017). Transnational curriculum standards and classroom practices: The new meaning of teaching. Abingdon Oxon: Routledge.
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
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