标题：Toward a deliberative curriculum? † † Updated, thoroughly revised, and extended article presented at the Fifth Nordic Curriculum Theory Conference on ‘Curriculum and/or didactics’ – a discussion revisited: towards a transnational curriculum theory? in Uppsala, Sweden, October 2013. Built on a short paper originally presented at the Curriculum Theory Research Network of the NERA Congress in March 2010 in Malmö, Sweden, with the title ‘Formation of school subjects as curriculum content: patterns and structures’. View all notes
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
页码：26558
DOI：10.3402/nstep.v1.26558
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.
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