Journal of Curriculum Studies

  Vol. 53, n°6, 11/2021

 

• The textbook task as a genre, Jonas Bakken & Emilia Andersson-Bakken
• The legitimization of textbook reform: Strategies and challenges in China, Shuqin Xu
• Multilevel design considerations for vocational curricula at the boundary of school and work, Erica Bouw, Ilya Zitter & Elly de Bruijn
• Exploring the perceived learning of ‘students as researchers’ through two theoretical lenses, Tuva Bjørkvold & Erik Ryen
• Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany, Nicolas Hübner, Corey Savage, Cornelia Gräsel & Albrecht Wacker
• Rethinking teacher agency: cybernetics, action research, and the process-oriented rationality, Sun Young Lee
• Designing education democratically through deliberative crowdsourcing: the case of the Finnish curriculum for basic education, Laura Säily, Rauno Huttunen, Hannu L. T. Heikkinen, Tomi Kiilakoski & Tiina Kujala
• Rethinking society and knowledge in Finnish social studies textbooks, Petteri Hansen & Mikko Puustinen

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