Recontextualisation of knowledge in the new Norwegian curriculum : Epistemic and non-epistemic design in learning objectives for social studies

Abstract

The recent Norwegian curriculum reform for schools, called “The subject renewal”, is part of an international trend regarding knowledge-based curricula. The Norwegian curriculum, which places decisive emphasis on subjects and subject concepts, aims to bring in-depth learning and knowledge back to schools. This paper is based on Rata’s theory, referred to as the curriculum design coherence (CDC) model, and examines the curriculum for social studies. The analysis reveals significant differences in the curriculum’s goal formulations, with designs that lack connections between subject concepts and content knowledge, which sheds light on how the transition to a knowledge-based curriculum is accompanied by several unresolved issues. The paper explains why curricula with coherent designs and epistemically structured knowledge are a prerequisite for in-depth learning and cumulative knowledge building in schools.