Political-Ideological Normativity in Norwegian Primary and Lower Secondary Social Studies Education: An Analysis of Current Learning Objectives

Autor/in	Meling, Ådne
Titel	Political-Ideological Normativity in Norwegian Primary and Lower Secondary Social Studies Education: An Analysis of Current Learning Objectives
Quelle	9 (2022) 1, S.33-44 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Meling, Ådne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Social Studies; Political Attitudes; Secondary School Students; Elementary School Students; Educational Objectives; Ideology; Political Power; Educational Change; Curriculum Development; Educational Policy; Democratic Values; Political Influences; Norway + Suchen Sie Ihr Suchwort? Ausland; Gemeinschaftskunde; Political attitude; Politische Einstellung; Sekundarschüler; Educational objective; Bildungsziel; Erziehungsziel; Ideologie; Politische Macht; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Political influence; Politischer Einfluss; Norwegen
Abstract	With some degree of regularity, Norwegian authorities revise the curricula across all subjects within primary and lower secondary education, including social studies. In 2019, the most recent revision of this subject was adopted. It was labelled SAF01-04, and came into effect in August 2020. This article aims to identify areas where SAF01-04 implicitly encourages pupils to take specific normative positions in contested political-ideological questions. The article concludes that the implicit political-ideological content in SAF01-04 is moderately politically left-leaning and that pupils are expected to adopt moderately left-leaning positions. The article concludes that the ideological leanings of SAF01-04 are surprising given that the government behind SAF01-04 was centre-right. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01