Teachers' curriculum agency in teaching a standards-based curriculum

• Published in: Curriculum journal (London, England) Vol. 29; no. 4; pp. 479 - 498
• Main Author: Alvunger, Daniel
• Format: Journal Article
• Language: English
• Published: London Routledge 01.12.2018; Taylor & Francis Ltd
• Subjects: Classroom communication; Classrooms; Cognitive Structures; Compulsory education; content; Curricula; Curriculum; Curriculum Implementation; curriculum theory; Education; Educational Change; Educational Policy; Foreign Countries; Grammar; Human agency; Knowledge; Pedagogik; Science Teachers; Secondary School Teachers; secondary teachers; Social Sciences; subject knowledge; Teachers; Teaching; Teaching Methods; Sweden
• DOI: 10.1080/09585176.2018.1486721
• ISSN: 0958-5176; 1469-3704

In 2011, Sweden introduced explicit standards for the curriculum used in compulsory schooling through the implementation of 'knowledge requirements' that align content, abilities and assessment criteria. This article explores and analyses social science teachers' curriculum agency through a theoretical framework comprised of 'teacher agency' and Bernstein's concepts of 'pedagogic device', 'hierarchical knowledge structure' and 'horizontal knowledge structure'. Teachers' curriculum agency, in recontextualisation of the curriculum, is described and understood through three different 'spaces': a collective space, an individual space and an interactive space in the classroom. The curriculum and time are important for the possibilities of agency - the teachers state that the new knowledge requirements compel them to include and assess a lot of content in each 'curriculum task'. It is possible to identify a recontextualisation process of 'borrowing' and combining content from curriculum tasks across the different subjects. This process is explained by the horizontal knowledge structure and 'weak grammar' of the social sciences. Abilities, on the other hand, stand out as elements of a hierarchical knowledge structure in which a discursive space is opened for knowledge to transcend contexts and provides opportunities for meaning-making. The space gives teachers room for action and for integrating disciplinary content.