Curriculum versus Didaktik revisited: towards a transnational curriculum theory
2015 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 1654-2290, E-ISSN 2245-0157, Vol. 1, no 1, 27014Article in journal, Editorial material (Refereed) Published
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. Vol. 1, no 1, 27014
Curriculum theory, Didactics
Research subject Education
IdentifiersURN: urn:nbn:se:uu:diva-271586DOI: 10.3402/nstep.v1.27014OAI: oai:DiVA.org:uu-271586DiVA: diva2:892535