Designing Education Democratically through Deliberative Crowdsourcing: The Case of the Finnish Curriculum for Basic Education

Autor/inn/en	Säily, Laura; Huttunen, Rauno; Heikkinen, Hannu L. T.; Kiilakoski, Tomi; Kujala, Tiina
Titel	Designing Education Democratically through Deliberative Crowdsourcing: The Case of the Finnish Curriculum for Basic Education
Quelle	In: Journal of Curriculum Studies, 53 (2021) 6, S.841-856 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Säily, Laura) ORCID (Heikkinen, Hannu L. T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2020.1857846
Schlagwörter	Foreign Countries; National Curriculum; Curriculum Design; Mathematics Curriculum; Core Curriculum; Educational Change; Democracy; Participative Decision Making; Finland + Suchen Sie Ihr Suchwort? Ausland; Lehrplangestaltung; Kerncurriculum; Bildungsreform; Demokratie; Finnland
Abstract	In Finland, curriculum design is allegedly carried out through a deliberative process that involves various stakeholders, interest groups, experts and ordinary citizens. To facilitate participation in curriculum design, online crowdsourcing has been applied. The objective of this study is to explore to what extent the design process of the latest Finnish national curriculum for mathematics was open, democratic and deliberative. The theoretical framework of the study is the theory of democratic will-formation of the German philosopher Jürgen Habermas. The comments given on the early version of the core curriculum of mathematics were analysed using directed content analysis, in which the above theory was applied. In the empirical analysis, the comments on the core curriculum were divided into three categories based on the quantity and quality of the arguments: strong, medium and weak modifications. Based on this empirical analysis, it is argued that majority of modifications suggested by commenters did not play a significant role in the curriculum design. Thus, in terms of the theory of democratic will-formation, there are legitimate reasons to suspect that the process was not as democratic as it was intended to be. To conclude, limits and opportunities for deliberative democracy in curriculum design are reflected upon. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01