The Making of a Curriculum: How history, politics and personal perspectives shape emerging policy and practice

Abstract

A new Norwegian curriculum is an integral part of the wider educational reforms of Laerplan 97 (L97). This study investigated curriculum genesis through the formulation of the subject syllabuses within broader related principles. Subject group leaders and some group members formulating documentation were interviewed. Representatives from the Norwegian Ministry of Education and the Minister for Education, in post when reforms were initiated, were also interviewed. Using the data, the study examines three interrelated influences on curriculum policy making: political intervention, historical legacy and personal ideologies. The research sought personal perceptions of truth and knowledge about education, in particular curriculum formulation and content, so as to consider how the state and others together exercise and impose power on that search for truth and knowledge. (Donald, 1979). When documentation is complete, human involvement seems to be erased. Text seldom conveys the emotional, intellectual and ideological endeavours, the arguments, debates, experiences and decisions of participants involved in its creation. Beneath collective endeavours lie personal narratives. It is on these narratives that this paper focusses as it explores the interrelationships of political, historical and ideological influences on individual perspectives, collective decision making and emergent policy. The paper identifies and explores tensions, conflicts and achievements as curriculum policy is formulated and considers some related implications for Norwegian teachers as they seek to turn policy into practice within the parameters of their socio-historical legacies.