Disciplinary contextualisation of transversal competence in Finnish local curricula : the case of multiliteracy, mathematics, and social studies
Palsa, L., & Mertala, P. (2020). Disciplinary contextualisation of transversal competence in Finnish local curricula : the case of multiliteracy, mathematics, and social studies. Education Inquiry, Early online. https://doi.org/10.1080/20004508.2020.1855827
Published inEducation Inquiry
© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Competence-based education is a widely implemented educational approach, but more research is needed into the relationship between transversal competences and individual disciplines. In this article, we present the results of a study focusing on how the transversal competence of multiliteracy is contextually defined in Finnish local curricula in the disciplines of mathematics and social studies. The article offers new insights into the discussion between content- and competence-based educations by introducing the concept of disciplinary contextualisation. Based on the qualitatively analysed data, four different types of disciplinary contextualisation are presented and further discussed. The study also engages with the discussion in the field of multiliteracy by offering insights into the ways in which multiliteracy is rationalised, defined, and developed in the analysed disciplines. Multiliteracy contextualisations share features, but also differences, between the disciplines, illustrating the importance of taking into account the disciplinary perspective when discussing the development of competences in basic education. ...
PublisherRoutledge; Umeå School of Education, Umeå University
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