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Renegotiating subject content when enacting a new syllabus in art education
Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.ORCID-id: 0000-0002-0772-5157
2022 (Engelska)Ingår i: Education and involvment in precarious times: NERA conference 2022. Abstract book. / [ed] Michael Dal, Reykjavik: School of Education, University of Iceland , 2022, s. 17-18Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

1. Research topic/aim: This research deals with enacting the art syllabus in the new curriculum (Lgr 22) inthe Swedish compulsory school. In this syllabus, the core content about images thatdeal with norms and values has been expanded and now includes schoolyear onethrough nine. The concept "norm" has been introduced in the art syllabus. Also, theconcept of "visual culture" has a protruding position in Lgr 22 compared to the formercurriculum (Lgr 11). Together, this shows a shift in subject content, which is meant tolead to changes in teaching practice. A change that often is slow and gradual (Åsén,2006). The aim of the study is to increase knowledge about and deepenunderstanding of how subject content is interpreted, renegotiated and takes shape atthe classroom level in the process of enacting a new syllabus.

2. Theoretical framework: The theoretical point of departure is Ball et al. s' (2012) theory of curriculumenactment. Policy enactment is understood as a complex process where the contexthas a significant influence as different types of policy actors do policy (Ball et al.,2012).

3. Methodology/research design: Central to the research design is policy ethnography, including observations,interviews, observations, and collection of teaching materials. The study is conductedin primary and secondary public schools and includes art teachers and pupils. Thefirst part of the study, starting spring 2022, consists of interviews with teachers andfocus upon their interpretation of the syllabus. The second part also includesclassroom observations and interviews with pupils.

4. Expected results/findings: Expected results in the first part of this study will address how teachers interpret thenew syllabus in Lgr22. The analysis will show what influences teachers' interpretationand how they negotiate their understanding of the subject in relation to their subjectconception, professional culture and the school context. Preliminary results frominterviews will be presented at the conference.

5. Relevance to Nordic educational research: Even though the art subject differs between the Nordic countries (Lindström, 2009),the results of this study are relevant to Nordic educational research as it contributesto the understanding of the process of and factors that influence policy enactment ina Scandinavian school context.

References: 

Ball, S. J. Maguire, M. & Braun, A. (2012). How schools do policy: Policy enactmentsin secondary schools. Routledge. https://doi.org/10.4324/9780203153185

Lindström, L. (2009). Nordic visual arts education in transition: a research review.Vetenskapsrådet.

Åsén, G. (2006) Varför bild i skolan? -en historisk tillbakablick på argument för ettmarginaliserat skolämne. In: Lundgren, U. P. (red.) Uttryck, intryck, avtryck: lärande,etetiska uttrycksformer och forskning, p. 107–122. Stockholm: Vetenskapsrådet.

Ort, förlag, år, upplaga, sidor
Reykjavik: School of Education, University of Iceland , 2022. s. 17-18
Nyckelord [en]
policy enactment, art education, context, interpratation, syllabus
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-221371ISBN: 978-9935-468-22-2 (tryckt)OAI: oai:DiVA.org:umu-221371DiVA, id: diva2:1839698
Konferens
NERA conference 2022, Reykjavik, Iceland, June 1-13, 2022
Tillgänglig från: 2024-02-21 Skapad: 2024-02-21 Senast uppdaterad: 2024-02-22Bibliografiskt granskad

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Ahrenby, Hanna

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