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Constitutions of Childhood Through Interpretations of a Curriculum
Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barn, unga och samhälle (BUS).
2018 (engelsk)Inngår i: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 32, nr 2, s. 135-149Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Central values promoted in a national curricula are often uncontested (Arnot, Hopman, & Molander, 2007; Colnerud, 2004; Popkewitz, 2009). Therefore, a critical understanding of these values is crucial, as is an understanding of how students are affected by interpretations of certain values as fundamental. The aim of this study is to cast light on how educators in a Swedish compulsory school interpreted the values promoted in the national curricula, when they formulated local work plans. Using critical discourse analysis (Fairclough, 2010) combined with the sociology of childhood (Corsaro, 2005; James & Prout, 1997; Lee, 2001), the analysis focuses on the constitutions of childhood through local interpretations of values promoted by the curricula. The results suggest that the values upheld in the local work plans were closely intertwined with the educators' own under-standings of what children in the school's neighborhood needed. The educators identified social problems in the community, such as crime, and built the curriculum from there. As a consequence, the local work with core values risked constituting an even more segregated and stigmatized childhood. However, the study did show that the process of revising allows educators to gain insight and take a salutogenic approach.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2018. Vol. 32, nr 2, s. 135-149
Emneord [en]
Childhood, critical discourse analysis, curriculum, educators, school, values
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Identifikatorer
URN: urn:nbn:se:mau:diva-3351DOI: 10.1080/02568543.2017.1418463ISI: 000437458500001Scopus ID: 2-s2.0-85041828913Lokal ID: 26571OAI: oai:DiVA.org:mau-3351DiVA, id: diva2:1400152
Tilgjengelig fra: 2020-02-28 Laget: 2020-02-28 Sist oppdatert: 2024-02-05bibliografisk kontrollert

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