A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
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-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Säily, Laura; Huttunen, Rauno; Heikkinen, Hannu L. T.; Kiilakoski, Tomi; Kujala, Tiina
Lehti tai sarja: Journal of Curriculum Studies
ISSN: 0022-0272
eISSN: 1366-5839
Julkaisuvuosi: 2021
Volyymi: 53
Lehden numero: 6
Artikkelin sivunumerot: 841-856
Kustantaja: Taylor & Francis
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1080/00220272.2020.1857846
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/73636
Tiivistelmä
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.
YSO-asiasanat: koulutuspolitiikka; koulunuudistus; demokratia; suora demokratia; opetussuunnitelmat; joukkoistaminen; julkinen keskustelu; diskurssi; diskurssiteoriat
Vapaat asiasanat: Habermas, Jürgen
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2021
JUFO-taso: 3
