A1 Journal article (refereed)
Designing education democratically through deliberative crowdsourcing : the case of the Finnish curriculum for basic education (2021)
Säily, L., Huttunen, R., Heikkinen, H. L. T., Kiilakoski, T., & Kujala, T. (2021). Designing education democratically through deliberative crowdsourcing : the case of the Finnish curriculum for basic education. Journal of Curriculum Studies, 53(6), 841-856. https://doi.org/10.1080/00220272.2020.1857846
JYU authors or editors
Publication details
All authors or editors: Säily, Laura; Huttunen, Rauno; Heikkinen, Hannu L. T.; Kiilakoski, Tomi; Kujala, Tiina
Journal or series: Journal of Curriculum Studies
ISSN: 0022-0272
eISSN: 1366-5839
Publication year: 2021
Volume: 53
Issue number: 6
Pages range: 841-856
Publisher: Taylor & Francis
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1080/00220272.2020.1857846
Publication open access: Openly available
Publication channel open access: Partially open access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/73636
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.
Keywords: education policy; school reform; democracy; direct democracy; curricula; crowdsourcing; public discussion; discourse; discourse theories
Free keywords: educational policy; curriculum design; crowdsourcing; discourse theory of law; Habermas
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2021
JUFO rating: 3