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An epistemology of one's own: curricular (re-)construction of school technology and non-technology in Sweden, 1975-1995
Stockholm University, Faculty of Social Sciences, Department of Education.
2010 (English)In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 39, no 4, 525-537 p.Article in journal (Refereed) Published
Abstract [en]

This article analyses the introduction and, later on, reconstruction of compulsory school technology in Sweden 1975-1995. It focuses on two curricular reforms and different attempts to increase the legitimacy of technology as a school subject. The article builds upon theories from science studies and the term boundary-work is used to analyse the constant reconstruction of the subject and the changing answers to the question of 'the nature of technology'. In a first reform in the late 1970s technology was caught in a contest between the natural sciences and sloyd (handicraft). That struggle ended with the placement of technology within science, something that also sharpened the image of sloyd as 'non-technology'. In the beginning of the 1990s a distinct boundary was drawn to separate technology and science from each other, portraying the former as a subject in its own right that claimed to have a different epistemological character from science.

Place, publisher, year, edition, pages
2010. Vol. 39, no 4, 525-537 p.
Keyword [en]
technology, science, curriculum, boundary-work, epistemology
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:su:diva-48967DOI: 10.1080/00467600903514860ISI: 000280530500005OAI: oai:DiVA.org:su-48967DiVA: diva2:376344
Note
authorCount :1Available from: 2010-12-10 Created: 2010-12-10 Last updated: 2017-12-11Bibliographically approved

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