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dc.contributor.authorOngstad, Sigmunden_US
dc.date.accessioned2016-02-23T13:13:08Z
dc.date.available2016-02-23T13:13:08Z
dc.date.issued2015-08-17en_US
dc.identifier.citationOngstad, S. (2015). Competing disciplinarities in curricular L1. A Norwegian case. L1-Educational Studies in Language and Literature, 15, 1-24.en_US
dc.identifier.issn1567-6617en_US
dc.identifier.otherFRIDAID 1258484en_US
dc.identifier.urihttp://hdl.handle.net/10642/3033
dc.description.abstractThis article explores historical changes within curricular L1 in search for key mechanisms that can illuminate the role of kinds of disciplinarity in current educational reforms. The article investigates written curricula for Norwegian, or L1 in Norway, especially focusing this school subject’s goals, content, and design following an idea of stages of curricular development. A first part, starting from 1739, describes how L1 Norwegian came into being in the first place, leaning mainly on meta-reading of former investigations. From 1939 onwards the article narrows the scope and studies L1’s curricular goals more in detail, searching possible kinds of disciplinarities. What is studied is compulsory curricular Norwegian, meaning the school subject or the discipline textualised in national plans for L1 in Norway. The approach implies textual, content analyses of sets of reform documents, with special focus on changes over time, accompanied by theorising over how and why. The article explores to which degree historical changes within curricular L1 have altered or may alter perceptions of different L1's disciplinarities. In particular discursivities and genre patterns in L1 curricula in relation to L1 as a goal in itself and as a means for promoting competencies and/or Bildung are discussed. 'Findings' lead up to the formulation of a paradox – increased essentialist disciplinarity, believed to promote both competencies and Bildung, might be counter-productive.en_US
dc.language.isoengen_US
dc.publisherIAIMTEen_US
dc.relation.ispartofseriesL1-Educational Studies in Language and Literature;15en_US
dc.subjectDisciplinarityen_US
dc.subjectcurriculaen_US
dc.subjectNorwegianen_US
dc.subjectwritingen_US
dc.subjectcommunicationen_US
dc.subjectBildungen_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Andre pedagogiske fag: 289en_US
dc.titleCompeting disciplinarities in curricular L1. A Norwegian caseen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionThis work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.en_US
dc.identifier.doihttp://dx.doi.org/10.17239/L1ESLL-2015.15.01.08


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