Upgraded Curriculum? An Analysis of Knowledge Boundaries in Teaching under the Swedish Subject-Based Curriculum

Autor/in	Adolfsson, Carl-Henrik
Titel	Upgraded Curriculum? An Analysis of Knowledge Boundaries in Teaching under the Swedish Subject-Based Curriculum
Quelle	In: Curriculum Journal, 29 (2018) 3, S.424-440 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adolfsson, Carl-Henrik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2018.1442231
Schlagwörter	Teaching Methods; Foreign Countries; Video Technology; National Curriculum; Compulsory Education; Teacher Attitudes; Knowledge Level; Course Content; Teacher Student Relationship; Criticism; Social Studies; Elementary School Teachers; Sweden + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schulpflicht; Lehrerverhalten; Wissensbasis; Kursprogramm; Teacher student relationships; Lehrer-Schüler-Beziehung; Kritik; Gemeinschaftskunde; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schweden
Abstract	This article offers a contribution to the current debate about knowledge and the curriculum, especially initiated by social realist writers. The enacted Swedish subject-based curriculum for compulsory schooling is examined and is also used as a significant case with the aim of discussing practical implications of social realist claims regarding knowledge and the curriculum. Video-recorded lessons from grade six in six different Swedish schools, in combination with teacher interviews, are explored within the scope of a curriculum theory framework with the purpose of illuminating dominant patterns of knowledge boundaries and knowledge conceptions. The study shows how the Swedish subject-based curriculum frames teaching in a direction where a disciplinary knowledge conception with fixed knowledge boundaries predominates over other knowledge forms. The subject-based curriculum also appears to produce an 'overloading' of content, which implies that pupils' questions and experiences are avoided and dismissed in the teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01