Skip to main content
SpringerLink
Log in

An officially endorsed national curriculum: institutional boundaries and ideational concerns

  • Point and counterpoint
  • Published:
Curriculum Perspectives Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Addey, C., Sellar, S., Steiner-Khamsi, G., Lingard, B., & Verger, A. (2017). The rise of international large-scale assessments and rationales for participation. Compare: A Journal of Comparative and International Education, 47(3), 434–452. https://doi.org/10.1080/03057925.2017.1301399.

    Article  Google Scholar 

  • Bachmann, K., & Sivesind, K. (2012). Kunnskapsløftet som reformprogram: fra betingelser til forventninger. In T. Englund, E. Forsberg, & D. Sundberg (Eds.), Vad räknas som kunskap? Läroplansteoretiska utsikter och inblickar i lärarutbildning och skola (pp. 242–260). Stockholm: Liber.

    Google Scholar 

  • Calhoun, C. (2007). Nations matter: Culture, history and the cosmopolitan dream. New York: Routledge.

    Book  Google Scholar 

  • Dale, E. L. (2011). Utdanningsvitenskap og pedagogikk. Oslo: Gyldendal Akademisk.

    Google Scholar 

  • Engelsen, B. U. (2003). Ideer som formet vår skole? Læreplanen som idébærer - et historisk perspektiv. Oslo: Gyldendal - Akademisk.

    Google Scholar 

  • Englund, T. (1986). Curriculum as a Political Problem. Changing Educational Conceptions, with Special Reference to Eitizenship Education. Acta Universitatis Upsaliensis. Uppsala Studies in Education 25: Uppsala and Lund.

  • Forsøksrådet for skoleverket. (1960). Læreplan for forsøk med 9-årig skole. Forsøk og reform i skolen nr 5. Oslo: I kommisjon hos Aschehoug.

  • Gundem, B. B. (1993a). Mot en ny skolevirkelighet? Læreplanen i et sentraliserings- og desentraliseringspersektiv. Oslo: Ad Notam Gyldendal.

    Google Scholar 

  • Gundem, B. B. (1993b). Rise, development and changing conceptions of curriculum administration and curriculum guidelines in Norway: The national-local dilemma. Journal of Curriculum Studies, 25(3), 251–266.

    Article  Google Scholar 

  • Hagemann, G. (1992). Skolefolk. Lærernes historie i Norge. Oslo: Ad Notam Gyldendal.

  • Hopmann, S. T. (1999). The curriculum as a standard of public education. Studies in Philosophy and Education, 18, 89–105.

    Article  Google Scholar 

  • Hroch, M. (1996). Nationalism and national movements: Comparing the past and the present of central and Eastern Europe. Nations and Nationalism, 2(1), 35–44.

    Article  Google Scholar 

  • Jarning, H. (1998). The populist argument: Cultural populism and the development of educational theory in Norway. Paedagagica Historica: International Journal of the History of Education, Supplementary Series, III, 139–161.

    Article  Google Scholar 

  • Karseth, B., & Sivesind, K. (2010). Conceptualising curriculum knowledge within and beyond the national context. European Journal of Education, 45(1), 103–120.

  • Kirke- og undervisningsdepartementet. (1890). Udkast til skoleplaner for folkeskolerne 1890. Rundskriv fra kirke- og undervisningsdepartementet. Skolehistoriske aktstykker nr. 20: Selskapet for norsk skolehistorie.

  • Kirke- og undervisningsdepartementet. (1922). Normalplan for Landsfolkeskolen. Utarbeidet av skoledirektørene og representanter for lærerstanden. Kristiania: J.M. Stenersens forlag.

  • Kirke- og undervisningsdepartementet. (1974). Mønsterplan for grunnskolen.

  • Kirke- og undervisningsdepartementet. (1987). Mønsterplan for grunnskolen.

  • Lauglo, J. (1995). Populism and education in Norway. Comparative Education Review, 39(3), 255–279. https://doi.org/10.2307/1188908.

    Article  Google Scholar 

  • Maroy, C. (2012). Towards post-bureaucratic modes of governance. In G. Steiner-Khamsi (Ed.), Policy borrowing and lending in education (pp. 62–94). Oxon: Routledge.

    Google Scholar 

  • Møller, J., & Skedsmo, G. (2013). Modernising education: New public management reform in the Norwegian education system. Journal of Educational Administration and History, 45(4), 336–353. https://doi.org/10.1080/00220620.2013.822353.

    Article  Google Scholar 

  • Nordin, A., & Sundberg, D. (2016). Travelling concepts in national-curriculum policy making: The example of comptencies. European Educational Research Journal, 5(3/4), 314–328.

    Article  Google Scholar 

  • Reid, W. A. (1999). Curriculum as institution and practice: Essays in the deliberative tradition. London: Lawrence Erlbaum Associates.

    Google Scholar 

  • Sivesind, K. (2008). Reformulating Reform. Curriculum History Revisited. Dissertation for the degree Dr. Phil.: The Faculty of Education Research. University of Oslo.

  • Sivesind, K., & Bachmann, K. (2008). Hva forandres med nye standarder? Krav og utfordringer med Kunnskapsløftets læreplaner. In G. Langfeldt, E. Elstad, & S. Hopmann (Eds.), Ansvarlighet i skolen. Politiske spørsmål og pedagogiske svar (pp. 62–93). Oslo: Cappelen.

    Google Scholar 

  • Sivesind, K. H., & Trætteberg, H. S. (2017). Does out-contracting of welfare services promote active citizenship? In Promoting active citizenship (pp. 1–31). New York: Springer.

    Chapter  Google Scholar 

  • Sivesind, K., & Wahlström, N. (2016). Curriculum on the European policy agenda: Global transitions and learning outcomes from transnational and national points of view. European Educational Research Journal, 15(3), 1–9.

    Google Scholar 

  • Sivesind, K., Afsar, A., & Bachmann, K. (2016). Transnational policy transfer over three curriculum reforms in Finland: The construction of conditional and purposive programs (1994–2016). European Educational Research Journal, 6(3), 345–365.

    Article  Google Scholar 

  • Tröhler, D. (2016). Curriculum history or the educational construction of Europe in the long nineteenth-century. European Educational Research Journal, 5(3), 279–297.

    Article  Google Scholar 

  • Wahlström, N. (2016). A third wave of European education Oolicy: Transnational and national conceptions of knowledge in Swedish curricula. European Educational Research Journal, 6(3), 298–313.

    Article  Google Scholar 

  • Winter, C. (2018). Disrupting colonial discourses in the geography curriculum during the introduction of British values policy in schools. Journal of Curriculum Studies, 50(4), 456–475.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. IPED, University of Oslo, Oslo, Norway

    Kirsten Sivesind & Berit Karseth

Authors
  1. Kirsten Sivesind
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Berit Karseth
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kirsten Sivesind.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Sivesind, K., Karseth, B. An officially endorsed national curriculum: institutional boundaries and ideational concerns. Curric Perspect 39, 193–197 (2019). https://doi.org/10.1007/s41297-019-00074-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s41297-019-00074-4

Keywords

Search

Navigation