Students’ experiences of Bildung and education: Is it in accordance with Norway’s curriculum policy?

Abstract

This qualitative study examined how a selected sample of 15 to 16 year-old Norwegian pupils experience Bildung (all-around development) and education in their schooling, and how those experiences are in coherence with the intended curriculum policy goals as stated in the latest Norwegian curriculum reform. Wolfgang Klafki's operationalisation of Bildung into dimensions of self-determination, co-determination and solidarity were used to examine pupils' experiences regarding Bildung. Further, to compare the pupils' experiences with the intentions of the curriculum policy Gert Biesta's concepts of qualification, socialisation and subjectification were applied. The main findings indicate that students are concerned with Bildung in terms of co-determination, but to a lesser extent with self-determination and solidarity. The pupils are preoccupied with school subjects and that subjects should have a specific functionality for them. The research showed that it is the domain of qualification and socialisation that concerns the students the most, while they are less concerned with the domain of subjectification. It is concluded that in light of the study findings, there seems to be a lack of coherence between the intended education policy goals as stated in the Norwegian core curriculum and the formal school experiences of pupils.