Role of Transnational and National Education Policies in Realisation of Critical Thinking: The Cases of Sweden and Kosovo

Autor/inn/en	Tahirsylaj, Armend; Wahlström, Ninni
Titel	Role of Transnational and National Education Policies in Realisation of Critical Thinking: The Cases of Sweden and Kosovo
Quelle	In: Curriculum Journal, 30 (2019) 4, S.484-503 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wahlström, Ninni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2019.1615523
Schlagwörter	Foreign Countries; Comparative Education; Educational Policy; National Curriculum; Critical Thinking; Competency Based Education; 21st Century Skills; Elementary Secondary Education; Preservice Teacher Education; Native Language Instruction; Sweden; Kosovo + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Politics of education; Bildungspolitik; Kritisches Denken; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehramtsstudiengang; Lehrerausbildung; Native language education; Muttersprachlicher Unterricht; Schweden
Abstract	Against the backdrop of the push from the European Commission and the Organisation for Economic Cooperation and Development for competence-based curricula, this article problematises the complexity of developing twenty-first century skills, such as critical thinking, by addressing the role transnational and national policy contexts play in realising critical thinking in the national contexts of Sweden and Kosovo. The article distinguishes between "policy-critical thinking" and "civic-critical thinking." Relying on analyses of curriculum and policy documents, it is concluded that while in the Swedish context critical thinking competence (or ability) seems to be much more implicit than explicit, in Kosovo, the national curriculum makes explicit references to "thinking competences" as a form of policy-critical thinking and "civic competencies" as a form of civic-critical thinking. Thus, students in both contexts have opportunities to develop critical thinking skills. Furthermore, Sweden emerges as a "divergent case" and Kosovo as a "convergent case" with regard to transnational policy flow research paradigms. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01