Standards-Based Curriculum: Implications for Teaching Content and Classroom Discourses

• In Event: 21.061 - MTCC Roundtable Session Five
  In Roundtable Session: 21.061-6 - Politics, Knowledge, and Classroom Instruction

Abstract

The purpose of this paper is to explore how international educational policy embedded in the structure and content of curriculum transforms into certain patterns in classroom teaching. I analyse Swedish national curriculum and a number of lessons in compulsory schools in Sweden, to understand why and how global education policies are borrowed from one locality to another, when traveling across different spaces and contexts. The version of teaching that emerges in the study, interpreted in a broader context of an international standards movement, can be defined as directed exploration based on the teacher’s role as an explorer of what the students know, think and understand in relation to the acquisition of knowledge prescribed in the curriculum’s knowledge requirements.

Author

• Ninni Wahlstrom, Linnaeus University