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Renegotiation of subject content – interpretations of new art education policy.

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Title: Renegotiation of subject content – interpretations of new art education policy.
Authors: Ahrenby, Hanna (AUTHOR)
Source: Scandinavian Journal of Educational Research. Feb2026, Vol. 70 Issue 1, p116-129. 14p.
Subjects: Art education, Renegotiation, Education theory, Educational leadership, Curriculum, Bernstein, Basil B., Philosophy of education, Social dynamics
Abstract: Subject matter development in education is a highly complex process. Previous studies indicate that time limitations, diversity of subject matter, and goal-oriented management of schools can exacerbate difficulties in selecting content in compulsory school-level education. This study addresses aspects that have received less attention: the formation of subject content (through renegotiation and interpretation of changing policies) in an illustrative school subject (Art) that is not aligned with a specific academic discipline. For this purpose, I have analyzed policy documents and expressions of interviewed art teachers and officials using Bernstein's pedagogical device theory. The results indicate that absence of an affiliation with an academic discipline facilitates changes in subject content. Furthermore, the renegotiation of policy (and hence subject content) are strongly influenced by societal changes and ideologies in the official recontextualization field, while the strong internal classification of the Art subject significantly influences content selection in the pedagogical recontextualization field. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Renegotiation of subject content – interpretations of new art education policy.
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  Data: <searchLink fieldCode="AR" term="%22Ahrenby%2C+Hanna%22">Ahrenby, Hanna</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Feb2026, Vol. 70 Issue 1, p116-129. 14p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Art+education%22">Art education</searchLink><br /><searchLink fieldCode="DE" term="%22Renegotiation%22">Renegotiation</searchLink><br /><searchLink fieldCode="DE" term="%22Education+theory%22">Education theory</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Bernstein%2C+Basil+B%2E%22">Bernstein, Basil B.</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+dynamics%22">Social dynamics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Subject matter development in education is a highly complex process. Previous studies indicate that time limitations, diversity of subject matter, and goal-oriented management of schools can exacerbate difficulties in selecting content in compulsory school-level education. This study addresses aspects that have received less attention: the formation of subject content (through renegotiation and interpretation of changing policies) in an illustrative school subject (Art) that is not aligned with a specific academic discipline. For this purpose, I have analyzed policy documents and expressions of interviewed art teachers and officials using Bernstein's pedagogical device theory. The results indicate that absence of an affiliation with an academic discipline facilitates changes in subject content. Furthermore, the renegotiation of policy (and hence subject content) are strongly influenced by societal changes and ideologies in the official recontextualization field, while the strong internal classification of the Art subject significantly influences content selection in the pedagogical recontextualization field. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/00313831.2025.2459904
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 116
    Subjects:
      – SubjectFull: Art education
        Type: general
      – SubjectFull: Renegotiation
        Type: general
      – SubjectFull: Education theory
        Type: general
      – SubjectFull: Educational leadership
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      – SubjectFull: Curriculum
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      – SubjectFull: Bernstein, Basil B.
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      – SubjectFull: Philosophy of education
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      – SubjectFull: Social dynamics
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              Text: Feb2026
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              Y: 2026
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