The ethical dimensions of curriculum leadership in Scandinavian countries
Purpose ‐ Schooling is a significant tool for fostering future generations, which, in turn, implies that the curriculum is an ethical document. It mirrors the society's notion of what is valuable, useful and necessary from a societal and individual perspective. The purpose of this paper is to address the Scandinavian curricula's ethical framework, which is negotiated by school leaders and educators. Design/methodology/approach ‐ The paper provides an overview of the political intentions for desirable socialisation and civic identity represented in Scandinavian curricula, and discusses the implications for ethical school leadership. Findings ‐ There is a disparity between rhetoric and reality when it comes to a "school for everyone", since the curricula's promoted content and end are interpreted differently. The paper indicates that an awareness of individual and less conscious internal values and how they steer conduct is significant. Originality/value ‐ The paper is among the first to address Scandinavian curricula's promoted values and their consequences for ethical school leadership.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media