Abstract
The aim of this article is to build an analytical argument for the use of new institutionalism, and especially its latest branch—discursive institutionalism—as a point of departure for a dynamic analysis of curriculum change in a globalized world. Discursive institutionalism offers a theoretical language for analyzing change taking place within and/or between any curriculum level, from transnational to local. Furthermore, discursive institutionalism acknowledges the possibility of agency as a force that not only maintains but also alters institutions and thus adds explanatory power to the analysis of both institutional change and continuity.
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