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Leadership and Policy in Schools Volume 16, 2017 - Issue 2: Theorizing Educational Leadership Studies, Curriculum, and Didaktik - NonAffirmative Education Theory in Bridging Disparate Fields Guest Editors: Rose M. Ylimaki and Michael Uljens
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Articles

Curriculum Code, Arena, and Context: Curriculum and Leadership Research in Sweden

Eva ForsbergDepartment of Education, Uppsala University, Uppsala, Sweden
,
Elisabet NihlforsDepartment of Education, Uppsala University, Uppsala, Sweden
,
Daniel PetterssonDepartment of Education, Uppsala University, Uppsala, Sweden;Faculty of Education and Business Studies, University of Gävle, Gävle, SwedenCorrespondence[email protected]
&
Pia SkottDepartment of Education, Stockholm University, Stockholm, Sweden
Pages 357-382 | Published online: 30 May 2017

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Tobias K. Axelsson. (2023) Norm-critique as revitalizer of gender equality? Local policy actors’ norm-critical understandings of Swedish preschool’s gender-equality mission. Nordic Journal of Studies in Educational Policy 9:2, pages 101-112.
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Nilay T. Bümen & Mona Holmqvist. (2022) Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts. Journal of Curriculum Studies 54:6, pages 832-851.
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Andreas Bergh & Eva Forsberg. Differentiation of education through juridification. Journal of Curriculum Studies 0:0, pages 1-14.
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