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Curriculum Codes and International Statistics

Kapitel i bok
Författare Sverker Lindblad
Publicerad i Pereyra, M. & Franklin, B. (eds): Systems of Reason and the Politics of Schooling.
Sidor 115-127
ISBN 978-0-415-52416-2
Förlag Routledge
Förlagsort New York
Publiceringsår 2014
Publicerad vid Institutionen för pedagogik och specialpedagogik
Sidor 115-127
Språk en
Länkar www.ebooks.com/1721108/systems-of-r...
Ämnesord governance, education, international statistics, system of reason
Ämneskategorier Internationell pedagogik, Pedagogik

Sammanfattning

This is an essay concerning the state mass education system and the making of an educated population. What is meant by “educated persons” is usually defined in contrast to “uncultivated persons” – conceived as a threat to culture, society or nature. Such definitions are not given from above but rather formed in political and ideological struggles and are part and parcel of the construction of education as well as educational research. Thus, they are in great need of scrutiny, for instance in their way of constructing inequalities and in their strategies to remedy these inequalities. Important here are discursive struggles at the interface between mass education systems and their environments and the politics of information on both sides of this interface concerning what is conceived as valid statements. Here, I will place the concept of curriculum code in the interface between education and society. A curriculum code is an analytical concept referring to basic principles for identifying and communicating meanings about educated and non-educated persons in a population. Such principles vary over time and place, which make it possible to construct different curriculum codes and compare these constructions. What differences are at stake, what statements about the population are conceived of as valid, and what legitimating sources are used in boundary work? These are fundamental questions in curriculum theory, here mostly presented from a Scandinavian perspective. Of special interest are present tendencies in statements and categorizations of educated and un-educated persons in a population and current challenges for mass education systems.

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