hig.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Curriculum versus Didaktik revisited: towards a transnational curriculum theory: A special issue of Nordic Journal of Studies in Educational Policy, NordSTEP
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences.
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences. Uppsala universitet.ORCID iD: 0000-0003-3699-8610
2015 (English)Collection (editor) (Refereed)
Abstract [en]

This special issue collects papers presented at the Fifth Nordic Curriculum Theory Conference that took place at Uppsala University, Sweden, on 23 and 24 October 2013. Around 60 researchers from all the Nordic countries gathered to discuss the challenges presented by the emergence of curriculum theory over the past 20 years. This issue is devoted to approaches which theorise curriculum from both novel and revitalised perspectives. In doing so, it aims to elaborate on analytical instruments for the understanding of our object of study in a globalising world. There have been explicit expressions of desire for a transnational curriculum theory which might satisfy a need for devices that contribute to an under- standing of how public education is reshaped, at a time when earlier reference frames, such as the nation state systems which took a Westphalian form, are undergoing transformation within highly interdependent transna- tional spaces. This issue presents, in particular, approaches that on the one hand provide possible analytical as well as empirical means which have the potential to sharpen our arguments and deepen the discussion on curriculum from a transnational perspective. On the contrary, the ap- proaches illustrate the value of curriculum theory to other fields of research, such as comparative and international education.

Place, publisher, year, edition, pages
CoAction Publishing, 2015, 1. , 100 p.
Series
Nordic Journal of Studies in Educational Policy (NordSTEP), ISSN ISSN 1654-2290, EISSN 2245-0157 ; 1
Keyword [en]
Curriculum theory, Educational policy, Didactics, Curriculum Research
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hig:diva-20965OAI: oai:DiVA.org:hig-20965DiVA: diva2:891510
Note

Specialnummer av tidskrift

Available from: 2016-01-07 Created: 2016-01-07 Last updated: 2017-01-10Bibliographically approved

Open Access in DiVA

fulltext(4353 kB)160 downloads
File information
File name FULLTEXT01.pdfFile size 4353 kBChecksum SHA-512
948a03b85279936321d2e1f88c27fb8bef86e056e8226d7e9e4581f00f7b0296acad7d20f2da17ecb4541e3b10dc529ef308c5931fc33f670447f71902fe9f7d
Type fulltextMimetype application/pdf

Other links

NordSTEP

Search in DiVA

By author/editor
Pettersson, DanielWermke, Wieland
By organisation
Department of Educational sciences
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 160 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 216 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf