An epistemology of one’s own: curricular (re‐)construction of school technology and non‐technology in Sweden, 1975-1995

摘要

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.View full textDownload full textKeywordstechnology, science, curriculum, boundary‐work, epistemologyRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/00467600903514860