Session Information
23 SES 14 B (JS), Processes of Borrowing in Education and its Sciences (Part 2)
Symposium, Joint Session with NW 17 and NW 23
Contribution
This paper examines how national education authorities in Norway, Finland, Sweden and Scotland adopt international frameworks and provisions through reform and change. The main theme addresses how standard descriptions are formed into curriculum frameworks for compulsory schooling through the transfer of ideas and concepts across nations. Two European frameworks provide the basis for our analysis: The European Qualifications framework for life long learning (EQF LLL) and The European Framework for Languages (CEFR), which will be compared to national curriculum guidelines and reports from the last decade. Drawing on macro institutional theory (Drori and Meyer 2006, Meyer 2000, 2007), attention is given to global institutional frames which shape and diffuse cultural scripts and traditions. We also refer to Scandinavian institutional theory, strongly oriented to processes and practices in reform and change (Czarniawska, 2008). These two lenses enable us to illuminate how logics and rationales of the international frameworks are translated across national boundaries. Our documentary analysis explores how the knowledge dimension is emphasised in new ways, how ideas of reception and production are combined, and eventually, how the connections between content, objectives and outcomes are configured through transitions of structures and concepts (Hopmann 2007, Karseth and Sivesind 2010).
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