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Curriculum theory and didactics: towards a theoretical rethinking
Örebro University, School of Humanities, Education and Social Sciences.
2015 (English)In: NordSTEP Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, no 1, 27002- p.Article in journal (Refereed) Published
Abstract [en]

The objective of this paper is to contribute to an ongoing theoretical discussion on rethinking curriculum theory. Various meanings of time and history, culture and agency in curriculum studies are discussed and comments made on didactics as a possible link between socio-historical and curriculum-theory approaches. Theoretical and methodological framework includes the curriculum-theory perspectives rooted in frame factor theory and highlights historical and theoretical analysis. I explore challenges evoked when concepts originating in one educational perspective confront a different theoretical strand, and I argue that such boundary work offers prolific means to rethink curriculum theory. I suggest that allowing Reinhart Koselleck's conceptual history, in addition to James V. Wertsch's reasoning on voices of collective remembering, to influence a vocabulary of curriculum theory would strengthen the theoretical tradition. I ground my arguments in empirical data and theoretical discussions within a number of research projects which I have been recently involved in.

Place, publisher, year, edition, pages
2015. no 1, 27002- p.
Keyword [en]
curriculum theory; didactics; philosophy of education; educational science; educational history; teacher education
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-42317DOI: 10.3402/nstep.v1.27002OAI: oai:DiVA.org:oru-42317DiVA: diva2:784846
Available from: 2015-01-30 Created: 2015-01-30 Last updated: 2017-10-17Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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