Defining the Curriculum for the 21st Century: The Policy of the Organisation for Economic Co-operation and Development

• In Event: Inclusive Education

Abstract

This paper addresses the OECD’s current curriculum policies and strategies and the analysis demonstrates that the policy is based on the production of a large number of documents that vary in their themes, styles, and functions. The documents build the narrative of curriculum making by combining different sources of evidence, text reiterations, and statements of key messages. The discourses reflect the ideational power of the OECD to persuade others to accept and adopt policy ideas. Simultaneously, the documents themselves shape and modify the issue of curriculum making for the 21st century. By combining Discursive Institutionalism and Actor-Network Theory, this paper contributes to the understanding of how global education policy ideas emerge and develop through the work of policy documents.

Authors

• Berit Karseth, University of Oslo

• Simona Bernotaite

• Anniken Hotvedt Sundby