Setting Things Right? Swedish Upper Secondary School Reform in a 40-Year Perspective

被引:39
|
作者
Lundahl, Lisbeth [1 ]
Arreman, Inger Erixon [2 ]
Lundstrom, Ulf [1 ]
Ronnberg, Linda [3 ]
机构
[1] Umea Univ, Dept Child & Youth Educ Special Educ & Counsellin, SE-90187 Umea, Sweden
[2] Umea Univ, BUSV, SE-90187 Umea, Sweden
[3] Umea Univ, Dept Polit Sci, SE-90187 Umea, Sweden
基金
新加坡国家研究基金会;
关键词
Sweden; upper-secondary education; reform; curriculum; post; 1960s;
D O I
10.1111/j.1465-3435.2009.01414.x
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This article analyses reforms addressing and affecting the curriculum and organisation of Swedish upper secondary education over 40 years, up to an initiative by the present non-socialist government. The aim is to analyse the current reform of upper secondary education and relate it to previous reforms during a 40-year period in terms of continuity and breaks, mainly with regard to major functions of the reforms and the structuring and control of educational contents. Aiming to create a sharper division of students into three separate streams (academic and vocational education, and apprenticeship training), the reform constitutes a major break with the previously dominant trend towards greater integration. It is argued that it will result in a restriction and reformulation of the knowledge which is regarded as desirable. Similar moves are evident in relation to teacher education, which, if enacted, would involve moving from a model of high flexibility and a common core of knowledge to substantially stronger divisions between contents and programmes.
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页码:46 / 59
页数:14
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