Thursday 20 October
10.00-11.00 Registration
House K
11.00-12.00 Key-note föreläsning Stefan Hopmann: What are schools able to do?
Chair: Ninni Wahlström
Myrdal
12.00-13.00 Lunch
Gallerian, House K
13.00-14.30 Session 1
Paper session 1a:
Chair: Tine Proitz
K1073V
- Tomas Englund, Örebro University: From Bildung to a curriculum for democracy.
- Bettina Vogt & Ninni Wahlström, Linnaeus University: A re-conceptualization of schooling and teaching: the renewed interest in Bildung and transactional realism.
- Kirsten Sivesind, Oslo University: The democratic value of Didaktik, curriculum and pedagogy.
- Armend Tahirsylaj, Norwegian University of Science and Technology; Elisabeth Rønningen, Norwegian University of Science and Technology; Marit Honerød Hoveid, Norwegian University of Science and Technology,Dagrun Astrid Aarø Engen, Norwegian University of Science and Technology: Bildung in/and Curriculum
Paper session 1b:
Chair: Andreas Bergh
K1074V
- Börjesson, Mattias,University of Gothenburg: Between neo-traditionalism, social constructivism and social realism – an analysis of the 2022 Swedish social studies curriculum.
- Ole Andreas Kvamme; Berit Karseth & Eli Ottesen: Oslo University: The turn to values in global education policy: The case of the Norwegian curriculum renewal (LK20).
- Greta Marthinussen, Agder University: Exploring deep learning from a Bildung-centered general didactic perspective - possibilities and limitations.
- Carl-Henrik Adolfsson, Linnaeus University: Local Quality Management - The Local Governance of the Swedish Schools in the light of a re-centralization movement.
Paper session 1c:
Chair: Christina Niemi Mølstad
K1076V
- Daniel Pettersson,University of Gävle & Andreas Nordin, Linnaeus University: Curriculum policy making by control, prediction, and comparison.
- Ana Lucia L. da Silva, Inland Norway University: Between global trends and national traits – a comparison between curriculum policy and textbooks in Brazil and Norway.
- Richard Andersson, Linnaeus University: Pragmatic organizational routines as adaptive tools in untangling a policy dilemma in the Swedish School-age Educare.
- Tiril Smerud, University of South-Eastern Norway: Teachers’ Influence on Curriculum Development: The case of the Norwegian LK20.
14.40-15.00 Coffee break
15.00-16.30 Session 2
Paper session 2a:
Chair: Kirsten Sivesind
K1073V
- Sverker Lindblad, Gothenburg University & Gun-Britt Wärvik, University of Gothenbur: Curriculum Theorizing the Reforming of Doctoral Education: Reflections on Paradigmatic Changes in Educational Research in Sweden.
- Ane Qvortrup, University of Southern Denmark & Anders Ljungdalh, University of Southern Denmark: Investigating the academic level through analyses of student exam papers.
- Johanna Annala, Tampere University: Boundaries of Knowledge in Cross-Institutional Curricula in Higher Education.
- Jorunn Spord Borgen, University of South-Eastern Norway & Tine S. Prøitz, University of South-Eastern Norway: The role of knowledge in teacher education.
Paper session 2b:
Chair: Mattias Börjesson
K1074V
- Ilmi Willbergh, University of Agder: Teaching the “human universal” in the diverse particularity of classrooms. A theoretical study from a Bildung-centered general didactic perspective.
- Daniel Pettersson, University of Gävle & Charlotta Rönn, Mid-Sweden University: Students’ Peer Strategies and Teachers’ Assessment Dilemmas.
- Lena Glaes-Coutts, Linnaeus University & Ulrika Bossér, Linnaeus University: Curriculum making in preschool: developing conversations around a reflection tool to deconstruct curriculum language.
- Christine Stenersen, University of South-Eastern Norway: Students` work in the classroom: a multiple case study in lower secondary school.
Paper session 2c:
Chair: Jonathan Lilliedahl
K1076V
- Malin Kronqvist Håård, Dalarna University: Disciplinary, sovereign, and pastoral power –the quest for continuous improvement and self-renewal.
- Anniken Hotvedt Sundby, Oslo University: Knowledge about what? Teachers’ interpretations of a subject curriculum document.
- Tina Lidström, Linköping University: Values in Ambiguous and Uncertain Spaces: Teacher Assistants Negotiating Discourses in the Swedish Compulsory School Context.
- Elise Farstad Djupedal, Norwegian University of Science and Technology: En enhetsskole for alle? Justeringspolitikken på ungdomstrinnet i kjølvannet av det.
Symposium session 2d:
Chair: Carl-Henrik Aldofsson
Myrdal
- Johan Liljestrand, Gävle University & Andreas Bergh, Uppsala University: Exploring local curriculum making.
Discussant: Carl-Henrik Adolfsson, Linnaeus University
- Andreas Bergh, Uppsala University: Systematic quality work without quality? A study of local initiatives to challenge school segregation.
- Karin Lager, University of Gothenburg: Evaluation, a quality process.
- Pia Skott, Uppsala University: Exploring the practical aspects of local curriculum work.
- Annika Elm, Gävle University & Johan Liljestrand, Gävle University: The enactment of preschool curriculum in municipal quality work.
16.45-17.45 Key-note föreläsning Rachel Heydon: Entanglements of capability: Curricula for wellbeing in/through early childhood literacies
Chair: Bettina Vogt
Myrdal
19.30 Dinner at Teleborgs slott
Friday 21 October
09.00-10.00 Key-note föreläsning Berit Karseth: A place called school - a plan called curriculum Nil novi sub sole?
Chair: Andreas Nordin
Myrdal
10.00-10.30 Coffee break
10.30-12.00 Session 3
Paper session 3a:
Chair: Gun-Brit Wärwik
K1073V
- Daniel Sundberg, Linnaeus University: Curriculum Controversies – Theorizing displacements in curriculum-making from a discursive institutionalist perspective.
- Klas Roth, Stockholm University: A Free Flow Between Becomings and Becoming Imperceptible – Rare, but Possible.
- Katarina Ståhlkrantz, Linnaeus University: School principals as sentient agents: Exploring principals’ translations of the standards-based curriculum through discursive institutionalism and pragmatic institutionalism.
- Jakob Billmayer, Malmö University & Stephen P. Day, University of the West of Scotland: Whose voice is it anyway? Narrative perspectives within the Scottish and Swedish Science curricula.
Paper session 3b:
Chair: Armend Tahirsylaj
K1074V
- Viktor Johansson, Stockholm University & Sebastian Piepenburg Örebro University: Pupil politics at the ‘end of history’ – Elevorganisationens agenda when public became private good.
- Erik Gustavsson, Linnaeus University: The Capability to Choose: The Concept and Policy of School Choice from the Perspective of Capability Approach.
- Tatiana Mikhaylova, Gävle University & Daniel Pettersson, Gävle University: Visualizing Politics and the Politics of Visualization: New Paths for Curriculum Theory?
- Andreas Reier Jensen, University of Agder: The why, what and how of deep learning: critical analysis and additional concerns.
Paper session 3c
Chair: Ulrika Bossér
K1076V
- Simona Bernotaite, Oslo University: Curriculum digitization in Norway: policy networks, spaces and otherings.
- Anna Wahlgren, Linnaeus University: The making of teaching practices in Swedish preschool.
- Dimitrios Papadopoulos,University of Gothenburg: Swedish for immigrants, expectations or deceptions.
- Christina Niemi Mølstad, Inland Norway University of Applied Sciences & Daniel Pettersson, University of Gävle: Ability Testing and Performance Assessments: Production Different Kinds of Deviancy.
Paper session 3d:
Chair: Pia Skott
K1081V
- Kristin Eide, Norwegian University of Science and Technology & Cecilie Haugen, Norwegian University of Science and Technology: Changes in power relations in Norwegian schools through early intervention and intensive training: An analysis of White paper no. 6 (2019-2020)
- Jonathan Lilliedahl, Linnaeus University: “Nudging” – hur elever i den svenska gymnasieskolan styrs till att välja värdefull kunskap.
- Eli Ottesen, Oslo University; Berit Karseth, Oslo University & Ole Andreas Kvamme, Oslo University: Digital Curriculum, digital resources: Implementation of the Norwegian LK20.
- Erik Åkesson, Linnaeus University: Rektorers införlivande och förhandling av resultatansvar i en lokal svensk kontext.
12.15-12.45 Finish/summing-up
Chair: Daniel Sundberg
Myrdal
12.45 Lunch
Key-note speakers:
• Professor Rachel. Heydon, Western University Canada (expert on curriculum, literacy, early childhood).
• Professor Berit Karseth, Oslo university, (expert on Curriculum theory, higher education, education governing, leadership).
• Professor Stefan Hopmann, Vienna University (expert on comparative studies with regard to curriculum and school development, as well as historical-comparative curriculum research and Didaktik).
