Approaching the space issue in Nordic curriculum theory: national reflections of globalisation in social studies/citizenship textbook pictures in Sweden, England and Germany

Abstract

This article focuses on globalisation in Nordic curriculum theory by investigating the issue of space. It puts forward an increased interest in the practical levels of schooling and argues that globalisation should be investigated not only as a policy phenomenon but also as instructional matter in different contexts. It presents two perspectives of space, a container and a relational perspective. A distinction between the two perspectives contributes to an understanding of how the world is constructed at different levels of curriculum. The article tests its argument with an explorative social studies and citizenship textbook study in the national contexts of Sweden, England and Germany. It can be shown that all cases differ in their portrayals of globalisation and in the constructions of space-related issues.