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  • 1.
    Elgström, Ole
    et al.
    Department of Political Science, Lund University.
    Hellstenius, Mats
    Kristianstad University, School of Education and Environment.
    Curriculum debate and policy change2011In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 43, no 6, p. 717-738Article in journal (Refereed)
    Abstract [en]

    This article investigates the underlying themes and principles that inform curriculum debate and how they are articulated in current school policy discussions. This topic is approached with the help of a case study covering the debate on which subjects should be mandatory for students at the upper secondary school curriculum in Sweden. The focus is on the arguments for and against the inclusion of History among these core subjects. The aim is to order and structure this debate and to link the arguments found to basic underlying principles. Why was History considered important or unimportant? What arguments are found about the best way to teach History? This study employs a 4-fold distinction which distinguishes between perennialism, essentialism, progressivism, and reconstructivism as four schools of thought, each outlining its own particular view on what kind of knowledge is important and how such knowledge should be taught. One major finding is that two of the schools-progressivism and essentialism-completely dominate the debates under study. There existed a major fault line between those who emphasized the instrumental value of History as a tool for fostering good citizens, and those who considered History part of essential general knowledge about society.

  • 2.
    Elgström, Ole
    et al.
    Lund university.
    Hellstenius, Mats
    Kristianstad University, School of Teacher Education.
    How history became a core subject in Swedish upper secondary schools2010In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, no 6, p. 565-580Article in journal (Refereed)
    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.

  • 3.
    Hellstenius, Mats
    Kristianstad University, School of Education and Environment.
    Svårt att förstå nyttan med historia2008In: Pedagogiska Magasinet, ISSN 1401-3320, no 4, p. 70-71Article in journal (Other (popular science, discussion, etc.))
1 - 3 of 3
CiteExportLink to result list
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
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