期刊名称：Nordic Journal of Studies in Educational Policy
印刷版ISSN：2002-0317
出版年度：2015
卷号：2015
期号：1
语种：English
出版社：Co-Action Publishing
摘要：In this paper, I introduce a deliberative understanding of the formation of the curriculum and school subjects, going beyond a view of subjects as distinctive and prescribed purpose-built enterprises. The basic idea of a deliberative curriculum is developed in relation to curriculum theory and didactics (didaktik), and the disposition of the paper is as follows: I begin by presenting a short conceptual overview of curriculum history, based on Pinar’s (1978) threefold categorization. I then present what I term ‘didactic typologies’, implying different interpretations concerning the formation of curriculum and the content of school subjects. I exemplify the need for a problematization of curriculum by analyzing a recent article by Zongyi Deng (2009) on how to deal with curriculum questions at different levels with reference to ‘liberal studies’, in which he claims ‘that a school subject is a distinctive purpose-built enterprise’. I then make an extended case for what I call, with reference to Null (2011), a ‘deliberative curriculum’, and try to analyze some of the characteristics and consequences of this perspective for curriculum making, teachers’ professionalism, and classroom activities. Finally, I link and exemplify these three areas to the recent Swedish educational and curriculum history.Keywords: deliberative curriculum; didactic typologies; Schwab; Reid; WestburyCitation: NordSTEP 2015, 1: 26558 - http://dx.doi.org/10.3402/nstep.v1.26558
