Curriculum Making in Europe: Policy and Practice Within and Across Diverse Contexts

Mark Priestley
University of Stirling, UK

Daniel Alvunger
Linnaeus University, Sweden

Stavroula Philippou
University of Cyprus, Cyprus

Tiina Soini
Universities of Tampere and Eastern Finland, Finland

Product Details
20 Jan 2021
Emerald Publishing Limited
328 pages - 138 x 216mm
Responding to profound social, political and technological changes, recent global trends in education have included the emergence of new forms of curriculum policy. Addressing a gap in the literature, this book investigates the ways in which curriculum policy is influenced, formulated, and enacted in a number of countries-cases in Europe. 

This important collection uses the concept of 'curriculum making' as an analytical tool to explore the processes and phases of curriculum policy reform experienced across countries. Drawing first on international perspectives and then presenting a series of country case studies, written by internationally recognised curriculum specialists, the chapters explore curriculum making as an activity that occurs across multiple layers of educational systems, through a continual interplay of the global and local. Concluding with a comparative analysis of the contextual factors that shape curricular practices in different contexts, this book is a must-have resource for educational policy makers, researchers, teachers and teacher educators across the globe.
Curriculum Making: A Conceptual Framing; Mark Priestley, Stavroula Philippou, Daniel Alvunger, Tiina Soini
Chapter 1. National Curriculum Making as More or Less Expressions of and Responses to Globalization; Bob Lingard
Chapter 2. 'Sites' of Curriculum Making in Cyprus: Tracing the Emergence and Transformation of EXPERT Teacher-Subjects; Stavroula Kontovourki, Eleni Theodorou, Stavroula Philippou
Chapter 3. The Ongoing Curriculum Reform in Portugal: Highlighting Trends, Challenges and Possibilities; Ana Mouraz, Ariana Cosme
Chapter 4. Post-Socialist Curricular Reform in Czechia: Multiple Actors and Their Blame Games; Dominik Dvorak
Chapter 5. Integral Curriculum Review in the Netherlands: In Need of Dovetail Joints; Nienke Nieveen, Wilmad Kuiper
Chapter 6. The Case of Curriculum Development in England: Oases in a Curriculum Desert?; Gemma Parker, David Leat
Chapter 7. Curriculum Reform in Scottish Education: Discourse, Narrative and Enactment; Walter Humes, Mark Priestley
Chapter 8. The Craft of Curriculum Making in Lower Secondary Education in Ireland; Majella Dempsey, Audrey Doyle, Anne Looney
Chapter 9. Understanding Transnational Curriculum Policies and Curriculum Making in Local Municipal Arenas - The Case of Sweden; Daniel Alvunger, Ninni Wahlstrom
Chapter 10. Shared Sense-making as Key for Large Scale Curriculum Reform in Finland; Tiina Soini, Kirsi Pyhalto, Janne Pietarinen
Conclusions: Patterns and Trends in Curriculum Making in Europe; Daniel Alvunger, Tiina Soini, Stavroula Philippou, Mark Priestley
Mark Priestley is Professor of Education at the University of Stirling, and Director of the Stirling Network for Curriculum Studies, Scotland.  

Daniel Alvunger is Associate Professor in Education and Dean of the Board for Teacher Education at Linnæus University, Sweden. 

Stavroula Philippou is an Assistant Professor in Curriculum and Teaching at the University of Cyprus, Cyprus.  

Tiina Soini is a Research Director at the Faculty of Education and Culture, Tampere University, Finland. 
'Europe is a rich site for comparative analysis of curriculum making, and this book provides a new perspective and a wealth of studies on different actors and influences. It is a prime resource for students of curriculum.' - Lyn Yates, Redmond Barry Distinguished Professor Emerita of Curriculum, Melbourne Graduate School of Education

'This is one of the most interesting and important books on curriculum for a very long time. The editors have drawn together an international group of highly regarded teachers and academics to produce well-written and insightful case studies of curricular reform in nine European countries. This book provides a rationale, an incentive, and evidence (negative and positive) for doing things better. It should be read by actors at all levels in education systems.' - Mary James, University of Cambridge

'With its implications for policy and practice that go beyond traditional rigid educational policy texts, this book is essential reading for higher education students pursuing educational doctorates. The chapters offer a powerful corrective that empowers teacher and schools alike with making curriculum relevant to the experiences of students, and point our attention to translational and transactive processes that are otherwise ignored not only in educational policy literature, but in educator discourse. This book does a great service in (re)inscribing curriculum as a truly dynamic process in accessible language. As a curricularist who engages with education policy, I believe this work provides valuable theoretical and research material detail. For those who are interested in thinking the curriculum anew, I suggest that Curriculum Making in Europe be placed be at the top of the reading list.' - Todd Alan Price, National Louis University, USA

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