26 research outputs found
Deregulation, Privatisation and Marketisation of Nordic Comprehensive Education : Social Changes Reflected in Schooling
Peer reviewe
When assessment defines the contentâunderstanding goals in between teachers and policy
Š 2020 The Authors. The Curriculum Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.Education policy development internationally reflect a widespread expansion of learning outcome orientation in policy, curricula and assessment. In this paper, teachersâ perceptions about their work are explored, as goals and assessment play a more prominent role driven by the introduction of a learning outcomesâoriented system. This is investigated through interviews of Norwegian teachers and extensive policy analysis of Norwegian policy documents. The findings indicate that the teachers are finding ways to negotiate and adjust to the language in the policies investigated in this study. Furthermore, the findings show that the teachers have developed their professional language according to the policies. The teachers referred to their selfâmade criteria and goal sheets as central tools in explicating what is to be learned. In many ways, the tools for assessment, thus determine the content of education as well as what is valued in the educational system.publishedVersio
The Plasticity of Bildung - Towards a New Philosophy of Education
Sometime around 500 BCE, Heraclitus is supposed to have said that it is impossible to step in the same river twice. Since then, the problem of being and change has never left Western philosophy. Evidently important in and to education, change continues to be an important field of inquiry. In this text, I approach the concept of change by way of an examination of Catherine Malabouâs philosophy of plasticity. I revisit what I identify as three main moments in her philosophy: Her re-elaboration of Hegelian time and dialectics as the process through which change happens; the open potentiality of the moment as she finds it in Heidegger; and change as driven by, and dependent on, concepts and schematization as she finds it implied in Derrida. By setting change at the center for what might be called her post-post-structural, materialist, yet non-deterministic ontology, Malabouâs three moments could open up for a rethinking of the changeable character of the Nordic model, as well as the character of ethical-political education