A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Designing education democratically through deliberative crowdsourcing : the case of the Finnish curriculum for basic education (2020)


Säily, L., Huttunen, R., Heikkinen, H. L. T., Kiilakoski, T., & Kujala, T. (2020). Designing education democratically through deliberative crowdsourcing : the case of the Finnish curriculum for basic education. Journal of Curriculum Studies, Early online. 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: 2020

Volyymi: Early online

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: Ei, julkaisuprosessissa

Alustava JUFO-taso: 3


Viimeisin päivitys 2021-20-09 klo 16:01