Cultures of economic education: Grammar school curricula in a multilingual comparison

Reinforcement of differences in educational systems and school curricula may be expected in Europe due to societal crises and transformations. Thus, it is likely that cultural “variants of a capitalist spirit” and different concepts of economic education will become evident in a corresponding curric...

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Bibliographic Details
Published inEuropean Educational Research Journal Vol. 22; no. 6; pp. 781 - 797
Main Authors Ruoss, Thomas, Ackermann, Nicole, Stadelmann, Talia
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.11.2023
Subjects
Business Administration Education
Curriculum Evaluation
Economics Education
Elementary School Curriculum
Foreign Countries
French
German
Italian
Language Usage
Multilingualism
Switzerland
Economic education
federalism
curriculum content
grammar schools
multilingualism
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Summary:Reinforcement of differences in educational systems and school curricula may be expected in Europe due to societal crises and transformations. Thus, it is likely that cultural “variants of a capitalist spirit” and different concepts of economic education will become evident in a corresponding curriculum analysis. In this study, we focused on cultures of economic education at the level of grammar school curricula in a federal, multilingual context. We aimed to compare subject content in curricula and identify structural characteristics (e.g. regional language, graduation rates, and cantonal university) associated with differences in subject content. Taking Switzerland as an example, we compiled a representative dataset with 47 curricula and qualitatively analyzed subject content. The results showed that subject content clearly differs in terms of curriculum language, but no clear pattern was found regarding other structural characteristics. We concluded that cultural “variants of a capitalist spirit” are present differently across language regions. This perspective on local differences may help us to understand conflicting goals and measures when facing economic crises on a global level.
ISSN:1474-9041
1474-9041
DOI:10.1177/14749041221099379