An Epistemology of One's Own: Curricular (Re-)Construction of School Technology and Non-Technology in Sweden, 1975-1995

Autor/in	Lovheim, Daniel
Titel	An Epistemology of One's Own: Curricular (Re-)Construction of School Technology and Non-Technology in Sweden, 1975-1995
Quelle	In: History of Education, 39 (2010) 4, S.525-537 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
Schlagwörter	Foreign Countries; Epistemology; Technology Education; Intellectual Disciplines; Educational History; Educational Development; Curriculum Development; Educational Theories; Change Strategies; Educational Change; Intellectual History; Educational Policy; Sweden + Suchen Sie Ihr Suchwort? Ausland; Erkenntnistheorie; Technisch-naturwissenschaftlicher Unterricht; Geisteswissenschaften; History of education; Bildungsgeschichte; Bildungsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational theory; Theory of education; Bildungstheorie; Lösungsstrategie; Bildungsreform; Geistesgeschichte; Politics of education; Bildungspolitik; Schweden
Abstract	This article analyses the introduction and, later on, reconstruction of compulsory school technology in Sweden 1975-1995. It focuses on two curricular reforms and different attempts to increase the legitimacy of technology as a school subject. The article builds upon theories from science studies and the term boundary-work is used to analyse the constant reconstruction of the subject and the changing answers to the question of "the nature of technology". In a first reform in the late 1970s technology was caught in a contest between the natural sciences and sloyd (handicraft). That struggle ended with the placement of technology within science, something that also sharpened the image of sloyd as "non-technology". In the beginning of the 1990s a distinct boundary was drawn to separate technology and science from each other, portraying the former as a subject in its own right that claimed to have a different epistemological character from science. (Contains 1 figure and 66 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10