Whose Voice Is It Anyway? Narrative Perspectives within the Scottish and Swedish Science Curricula

Autor/inn/en	Billmayer, Jakob; Day, Stephen P.
Titel	Whose Voice Is It Anyway? Narrative Perspectives within the Scottish and Swedish Science Curricula
Quelle	In: Curriculum Journal, 33 (2022) 1, S.82-102 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Billmayer, Jakob) ORCID (Day, Stephen P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.129
Schlagwörter	Science Instruction; Teaching Methods; Science Curriculum; Cross Cultural Studies; Foreign Countries; Compulsory Education; Hermeneutics; Elementary Secondary Education; Teacher Attitudes; Teacher Role; Professional Autonomy; Comparative Education; United Kingdom (Scotland); Sweden + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural comparison; Kulturvergleich; Ausland; Schulpflicht; Hermeneutik; Lehrerverhalten; Lehrerrolle; Berufsfreiheit; Vergleichende Erziehungswissenschaft; Schweden
Abstract	This study explores the form of curriculum documents and its implications for the enacted curriculum. In this study, the narrative voices that appear in the Scottish Broad General Education phase and the Swedish Compulsory phase of the curriculum are scrutinized in relation to the most likely reader of these documents--the teacher. The study adopts a critical hermeneutic approach to documents relating to the Swedish and Scottish Science curricula, focusing on the primary and lower secondary school phase of education. In addition, the analysis utilised the concepts and categories from narratology as an analytical framework that illuminates the emerging narrative voices in the curriculum documents. Both countries are similar in terms of "the teacher" not appearing in a prominent role but differ in terms of how teachers are framed from a narratological perspective. While the Swedish science curriculum appears to be a very rudimentary narrative, resembling "stage directions" for teachers' activity, the Scottish science curriculum contains a variety of different narrative voices, although none of these puts the teacher in an active, autonomous or decision-making position. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01