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How history became a core subject in Swedish upper secondary schools
Lund university.
Kristianstad University, School of Teacher Education.
2010 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, no 6, 565-580 p.Article in journal (Refereed) Published
Abstract [en]

In 2004, history was introduced by a Parliamentary decision as a new core subject in the Swedish upper secondary school system. This event constituted a major break—history now became a compulsory subject for all upper secondary school students after having been subject to a continually diminishing number of teaching hours ever since 1945. This surprising change forms the puzzle that this article seeks to address. Based on interviews and documentary analysis, we map and interpret the decision‐making processes that ended with the Parliamentary decision to make history a new core subject. We add to existing insights about curriculum change by interpreting the process in terms of negotiation, persuasion, and framing and by linking actor strategies to structural—ideational and material—changes that created a window of opportunity for policy entrepreneurs.

Place, publisher, year, edition, pages
2010. Vol. 54, no 6, 565-580 p.
Keyword [en]
curriculum change, history, negotiation, policy entrepreneurs
National Category
History of Ideas
Identifiers
URN: urn:nbn:se:hkr:diva-6035DOI: 10.1080/00313831.2010.522846ISI: 000285416000004OAI: oai:DiVA.org:hkr-6035DiVA: diva2:295227
Available from: 2010-02-17 Created: 2010-02-17 Last updated: 2011-07-05Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
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  • de-DE
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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