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In this article, the authors examine the development of the Swedish educational reform of 1991 from an international and European perspective, and from the perspective of what counts as knowledge in a recently implemented Swedish curriculum reform. With effect from 2011, the Swedish Government has significantly reshaped the curricula for pre-school, compulsory school and upper secondary school education, but in terms of governing principles for schools, these curriculum reforms can be regarded as a continuation of the 1991 reform. The authors argue that this latest reform, as part of an international policy discourse, can be said to represent a denationalised and instrumental conception of education, and that the implications for the formation of knowledge within this conception can be understood as a standards-based curriculum shaped by two powerful international influences: a technical-instrumental discourse of curriculum, emphasising the form, structure and function of the curriculum; and a neo-conservative discourse of curriculum, with an emphasis on curriculum content as a given and uncontested body of knowledge.

Standards-Based Curricula in a Denationalised Conception of Education: The Case of Sweden