Citations (39)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (15)
C. Björk-Åman & K. Ström. (2024) Between structure and individual needs: a discourse-analytic study of support and guidance for students with special needs in Finnish vocational education and training. Scandinavian Journal of Educational Research 68:2, pages 260-272.
Read now
Read now
Katarina Ståhlkrantz. (2023) School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum. Journal of Curriculum Studies 55:4, pages 440-457.
Read now
Read now
Violetta Kopińska. (2022) Towards an exclusive community? Political shift and changes to the school core curricula in Poland: a discourse analysis. Journal of Curriculum Studies 54:4, pages 520-535.
Read now
Read now
Christine R. Stenersen & Tine S. Prøitz. (2022) Just a Buzzword? The use of Concepts and Ideas in Educational Governance. Scandinavian Journal of Educational Research 66:2, pages 193-207.
Read now
Read now
Maria Rosén, Emma Arneback & Andreas Bergh. (2021) A conceptual framework for understanding juridification of and in education. Journal of Education Policy 36:6, pages 822-842.
Read now
Read now
Taro Komatsu. (2021) Institutionalist perspectives on the dynamics of post-conflict education reforms in Bosnia and Herzegovina. Comparative Education 57:4, pages 519-537.
Read now
Read now
Leesa Wheelahan & Gavin Moodie. (2021) Analysing micro-credentials in higher education: a Bernsteinian analysis. Journal of Curriculum Studies 53:2, pages 212-228.
Read now
Read now
Agnieszka Bates, Tae-Hee Choi & Yong Kim. (2021) Outsourcing education services in South Korea, England and Hong Kong: a discursive institutionalist analysis. Compare: A Journal of Comparative and International Education 51:2, pages 259-277.
Read now
Read now
Andreas Nordin & Daniel Sundberg. (2021) Transnational competence frameworks and national curriculum-making: the case of Sweden. Comparative Education 57:1, pages 19-34.
Read now
Read now
Johana Švihálková & Petr Kaniok. (2020) European discourse: what difference does it make in the national coordination of the European agenda?. European Politics and Society 21:4, pages 399-417.
Read now
Read now
Andreas Nordin & Daniel Sundberg. (2018) Exploring curriculum change using discursive institutionalism – a conceptual framework. Journal of Curriculum Studies 50:6, pages 820-835.
Read now
Read now
Ninni Wahlström, Daniel Alvunger & Wieland Wermke. (2018) Living in an era of comparisons: comparative research on policy, curriculum and teaching. Journal of Curriculum Studies 50:5, pages 587-594.
Read now
Read now
Ninni Wahlström & Andreas Nordin. The OECD and the nation-state: an interdependent but ambivalent relationship. Nordic Journal of Studies in Educational Policy 0:0, pages 1-12.
Read now
Read now
Mirka Kivimäki, Kirsti Karila & Maarit Alasuutari. Enrichment and safety -the parents of young children constructing early childhood education and care institution in Finland. European Early Childhood Education Research Journal 0:0, pages 1-14.
Read now
Read now
Yongjin Wang. Non-affirmative theory of education and Bildung. Educational Philosophy and Theory 0:0, pages 1-4.
Read now
Read now
Articles from other publishers (24)
Pedro Vincent Dias Bergheim. (2023) Signifiers of Bildung, the Curriculum and the Democratisation of Public Education. Studies in Philosophy and Education 43:1, pages 91-106.
Crossref
Crossref
Tina Lidström. (2022) The policy idea of ‘the teacher assistant’: Construction and legitimation through a discursive institutionalist lens. European Educational Research Journal 23:1, pages 108-124.
Crossref
Crossref
Dmitry G. Zaytsev, Valentina V. Kuskova, Gregory S. Khvatsky & Anna A. Sokol. (2023) Searching for coherence in a fragmented field: Temporal and keywords network analysis in political science. Network Science 11:1, pages 113-142.
Crossref
Crossref
Michael Uljens. 2023. Non-affirmative Theory of Education and Bildung. Non-affirmative Theory of Education and Bildung
95
136
.
Andreas Nordin. 2023. Non-affirmative Theory of Education and Bildung. Non-affirmative Theory of Education and Bildung
303
318
.
Florence Ligozat, Kirsti Klette & Jonas Almqvist. 2023. Didactics in a Changing World. Didactics in a Changing World
1
14
.
Debbie Vermond, Esther de Groot, Niek de Wit & Dorien Zwart. (2022) A delicate balance: how physicians manage change towards collaborative care within their institutions. Journal of Integrated Care 30:5, pages 125-137.
Crossref
Crossref
Mari Bergroth. (2022) Coordinating, communicating, and combining languages in local immersion education policy reform in Finland. Journal of Immersion and Content-Based Language Education 10:1, pages 113-138.
Crossref
Crossref
Sven Persson, Helena Ackesjö & Lina Lago. (2022) Skolarisering och mantrat om tidiga insatser i utbildningen. Pedagogisk forskning i Sverige 27:2, pages 177-189.
Crossref
Crossref
Gregory BaldiGregory Baldi. 2022. Ideas, Institutions, and the Politics of Schools in Postwar Britain and Germany. Ideas, Institutions, and the Politics of Schools in Postwar Britain and Germany
45
88
.
Gregory BaldiGregory Baldi. 2022. Ideas, Institutions, and the Politics of Schools in Postwar Britain and Germany. Ideas, Institutions, and the Politics of Schools in Postwar Britain and Germany
1
18
.
Charlotte GodziewskiCharlotte Godziewski. 2022. The Politics of Health Promotion. The Politics of Health Promotion
85
98
.
José Molina, Nguyen Viet Hai, Ping-Han Cheng & Chun-Yen Chang. (2021) SDG’s Quality Education Approach: Comparative Analysis of Natural Sciences Curriculum Guidelines between Taiwan and Colombia. Sustainability 13:6, pages 3352.
Crossref
Crossref
Hari Krishna Laudari, Kishor Aryal, Shreejana Bhusal & Tek Maraseni. (2021) What lessons do the first Nationally Determined Contribution (NDC) formulation process and implementation outcome provide to the enhanced/updated NDC? A reality check from Nepal. Science of The Total Environment 759, pages 143509.
Crossref
Crossref
Daniel Alvunger & Ninni Wahlström. 2021. Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts. Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts
223
245
.
Nathan Lauwers, Jan Orbie & Sarah Delputte. (2021) The Politicization of the Migration–Development Nexus: Parliamentary Discourse on the European Union Trust Fund on Migration. JCMS: Journal of Common Market Studies 59:1, pages 72-90.
Crossref
Crossref
Sanne Haase & Lillian Buus. (2020) Translating government digitalisationpolicy in higher education institutions: the Danish case. Nordic Journal of Digital Literacy 15:4, pages 246-258.
Crossref
Crossref
Ninni Wahlström. (2020) Tracing Implications of Transnational Policy in Curriculum Events. The Curriculum Journal 31:4, pages 587-604.
Crossref
Crossref
Armend Tahirsylaj & Daniel Sundberg. (2020) The unfinished business of defining competences for 21st century curricula—a systematic research review. Curriculum Perspectives 40:2, pages 131-145.
Crossref
Crossref
Hari Krishna Laudari, Kishor Aryal & Tek Maraseni. (2020) A postmortem of forest policy dynamics of Nepal. Land Use Policy 91, pages 104338.
Crossref
Crossref
Titilayo Soremi. (2019) Storytelling and Policy Transfer. International Review of Public Policy 1:2, pages 194-217.
Crossref
Crossref
Johanna Kantola & Lise Rolandsen Agustín. (2019) Gendering the Representative Work of the European Parliament: A Political Analysis of Women MEP's Perceptions of Gender Equality in Party Groups. JCMS: Journal of Common Market Studies 57:4, pages 768-786.
Crossref
Crossref
Amit Avigur-Eshel & Izhak Berkovich. (2019) Introducing managerialism into national educational contexts through pseudo-conflict: A discursive institutionalist analysis. International Journal of Educational Development 68, pages 1-8.
Crossref
Crossref
Kirsten Sivesind & Ninni Wahlström. 2017. Bridging Educational Leadership, Curriculum Theory and Didaktik. Bridging Educational Leadership, Curriculum Theory and Didaktik
439
462
.