ABSTRACT
Curriculum is the place where the generations struggle to define themselves and the world (Pinar et al., 1995), and the national curriculum is thus a concentrate of answers to questions of moral, ethical, and pragmatic nature like these: What kind of citizens do “we” (i.e., various representatives of the grown up generation) want the young people to become? How do we want them to be and behave? What should they learn? This is true, not only for written curricula, but also for the delivered curriculum offered by teachers to the students. But what is taught is not necessarily learned: Students usually construct their own curriculum. Thus, my outline of curriculum research in Sweden deals with curriculum as policymaking and texts as well as processes in which teachers and students take part. Among others the following questions are treated:
• How have the research problems been defined, and what have the answers been?
