Interdisciplinarity has been a political and professional concern throughout the history of curriculum reform in Norway as elsewhere (Lenoir & Hasni, 2016). From the onset of the 21st century organizations such as the UN and OECD have emphasized the need for transversal competences and inter-connected knowledge in order to tackle societal challenges and deal with complex problems. This has intensified the debate about interdisciplinarity in schools’ curricula.
The current concern for interdisciplinarity is reflected in the recent renewal of the National Curriculum in Norway. A core curriculum, the subject curricula, and the distribution of school subjects and allocation of teaching hours per subject constitute the National Curriculum. The renewal process was initiated by the Norwegian Parliament in 2016 and finalized in 2019 to be put into practice in primary and secondary schools in August 2020.
The central intentions of the renewal are expressed in policy documents, leading up to The White Paper Subjects – In-depth Study – Understanding. Renewal of the Norwegian Knowledge Promotion Reform (Report No 28 to the Norwegian Parliament 2015-2016). Here current societal challenges are addressed, linked to sustainability, democracy and citizenship, well-being, and public health. These concerns are now introduced as interdisciplinary topics in the National Curriculum.
The framing is, as the title of The White Paper indicates, a renewal of the previous reform LK6 that introduced a competence based curriculum emphasizing learning outcomes. The overall structure is preserved, as well as the allocation of time and school subjects. The continuity is expressed by substituting the previous abbreviation LK06, with LK20, which designates the renewed curriculum. In a scholarly context we choose to conceive the renewal as a curriculum reform, representing shifts of priorities and the introduction of new didactical/substantive elements. Beside the new interdisciplinary priority, the reform is intended to strengthen learning in individual school subjects by reducing overload and emphasizing core content. At the same time the ambition is to increase the impact of the societal values formulated in the objects clause on all parts of curriculum.
The research question is as follows:
How is interdisciplinarity, as introduced in key policy documents of the Norwegian curriculum reform LK20, positioned and regulated in the new core curriculum and the renewed subject curricula?
In order to make sense of the analyses and interpretations emerging from the research question, the discussion is framed within the broader context of global education policy. The paper refers to the ongoing discussions on 21st century skills (Erstad & Voogt, 2018), the renewed emphasis on school subject knowledge, as expressed in the concept of ‘powerful knowledge’(Young, 2008), the call for a return to values and purpose in education (Biesta, 2009), and the interdisciplinary initiative of education of sustainable development (UNESCO, 2014).