Understanding the relation of policy discourse and re-conceptualising curriculum: a Kosovo perspective on a new meaning of context.

Autor/in	Saqipi, Blerim
Titel	Understanding the relation of policy discourse and re-conceptualising curriculum: a Kosovo perspective on a new meaning of context. Paralleltitel: Razumevanje povezave med politicnim diskurzom in novim konceptom kurikuluma: pogled Kosova naspremenjen kontekst.
Quelle	In: CEPS journal, 9 (2019) 2, S. 33-52Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.26529/cepsj.559
URN	urn:nbn:de:0111-pedocs-174411
Schlagwörter	Bildungssystem; Bildungspolitik; Didaktik; Curriculum; Curriculumentwicklung; Curriculumreform; Diskurs; Implementierung; Kosovo
Abstract	This article is an analysis of the meaning of context in implementing curriculum reform. It uses an analysis of two Kosovo curriculum reforms in the previous two decades to elaborate on how education systems engage in the transfer of transnational ideas as well as how they face challenges in making those ideas succeed. The article uses Discursive Institutionalism and the debate between the Didaktik and Curriculum Theory Traditions as a framework for analysis to understand the form of ideas and types of discourses that are relevant for successful curriculum reform. While the Kosovo curriculum reform has been struggling to find a balance between the Didaktik and Curriculum Theory traditions, it is evident that two reform projects did not provide sufficient possibilities forcoordinative discourse among key actors in the reform implementation. For reform to succeed, education systems need to balance between both background and foreground ideas as well as communicative and coordinative discourses. In education systems whose professional capacities are limited and whose resources are scarce, such a balance gains greater importance, indicating the need for more school-based development activities. Therefore, the context should not be viewed as solely static, but needs to be assigned a new meaning regarding what it is and should be placed at the service of reform implementation by recognising the importance of critical reflection when adopting a particular curriculum policy orientation and tailoring the discourse for promoting reform ideas. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/4