Setting things right?: Swedish upper secondary school reform in a 40-year perspective
2010 (English)In: European Journal of Education, ISSN 0141-8211, E-ISSN 1465-3435, Vol. 45, no 1, 49-62 p.Article in journal (Refereed) Published
This article analyses reforms addressing and affecting the curriculum and organisation of Swedish upper secondary education over 40 years, up to an initiative by the present non-socialist government. The aim is to analyse the current reform of upper secondary education and relate it to previous reforms during a 40-year period in terms of continuity and breaks, mainly with regard to major functions of the reforms and the structuring and control of educational contents. Aiming to create a sharper division of students into three separate streams (academic and vocational education, and apprenticeship training), the reform constitutes a major break with the previously dominant trend towards greater integration. It is argued that it will result in a restriction and reformulation of the knowledge which is regarded as desirable. Similar moves are evident in relation to teacher education, which, if enacted, would involve moving from a model of high flexibility and a common core of knowledge to substantially stronger divisions between contents and programmes.
Place, publisher, year, edition, pages
John Wiley & Sons, Inc , 2010. Vol. 45, no 1, 49-62 p.
Sweden, upper-secondary education, reform, curriculum, post 1960s
Research subject educational work
IdentifiersURN: urn:nbn:se:umu:diva-33870DOI: 10.1111/j.1465-3435.2009.01414.xISI: 000274242200004OAI: oai:DiVA.org:umu-33870DiVA: diva2:318492
ProjectsGymnasiet som marknad
Special Issue: Knowledge, Globalisation and Curriculum
Volume 45, Issue 1, pages 46–59, March 2010