ABSTRACT

The ‘Learning Compass 2030’ was released by the OECD in 2019 as their new policy framework for the compulsory schooling sector. This framework takes the bold step of asserting that access to disciplinary knowledge is central to schooling, putting it in stark contrast to previous OECD reports which have advocated instead for more generic skills and competencies. Drawing on Basil Bernstein’s concept of the pedagogic device, this paper critiques the way the Learning Compass 2030 imagines disciplinary knowledge. It argues that while its inclusion offers an exciting possibility, the way that the Learning Compass 2030 continues to be governed by the instrumentalist logic of knowledge economy discourses prevalent in previous OECD documents means that disciplinary knowledge is constructed in a limited way. Instead of a tool which opens up new perspectives to students, the Learning Compass 2030 positions disciplinary knowledge almost exclusively as something which has an immediate and practical value in a marketised world. In taking this step, the Learning Compass denies the critical, transformative powers of disciplinary knowledge, thereby undercutting students’ access to frameworks which will allow them to reimagine and ultimately better our society.

摘要

经合组织于 2019 年发布了“ 2030 年学习指南”，作为其义务教育部门的新政策框架。该框架采取了大胆的步骤，声称获得学科知识是学校教育的核心，这与之前的经合组织报告形成鲜明对比，后者提倡更多的通用技能和能力。本文借鉴 Basil Bernstein 的教学设备概念，批判了Learning Compass 2030想象学科知识的方式。它认为，虽然它的包含提供了一个令人兴奋的可能性，但学习指南针 2030的方式继续受以往 OECD 文件中流行的知识经济话语的工具主义逻辑支配意味着学科知识是以有限的方式构建的。学习指南针 2030不是为学生打开新视角的工具，而是将学科知识几乎完全定位为在市场化世界中具有直接和实用价值的东西。在迈出这一步的过程中，学习指南否定了学科知识的批判性和变革性力量，从而削弱了学生获得框架的机会，这些框架将使他们能够重新构想并最终改善我们的社会。