One answer to this riddle might come from the notion of shaping the pupils per-
sonalities or skills such that they are able to master the drift and shifts that char-
acterise globalisation and the knowledge society. In Norwegian policies, this
motive had already been expressed in the 1990s.
Since the topography of society–its basis–split the nation, we in the council of the king
need to unite. The grip of the statesman must be this; what is dissolved by the natural
infrastructure, we need to correct by affecting the structure of the personality. (Hernes 1992 ,
p. 36, author’s translation)New right wing governments and the new reform in 2006—Kunnskapsløftet(“The
knowledge lift”)—removed, in part, the detailed curriculum and decided to focus
more on the development of basic skills and competencies of pupils. They gave
schools more freedom to develop their own local curricula. A teacher agency of
developing basic skills and competencies in pupils was demanded: An agency to
develop skills to master and deal with theflow of globalisation under surveillance
of national testing and accountability regimes.
Another, but similar master strategy of the global drift can be found in Britain. In
his famous speech on Britishness, Tony Blair put forth“unchanging”values to
master a changing world; a rediscovery (or reconstruction) of an open British
identity and common self-interest as instrumental keys to release the potential and
solve the problems of the nation state in a globalised world.
We are living through a period of unprecedented change. [...] New ideologies of personal
liberation and opportunities for self-fulfillment, made possible by social and economic
change, are transforming traditional social structures and turning some inwards to them-
selves, rather than looking outward to the nation and the state. [...] What is the answer to
such a challenge? Not to retreat into the past or cling to the status quo, even if it cannot
sensibly be justified; but to rediscover, fromfirst principles what it is that makes us British
and to develop that identity in a way in tune with the modern world. [...]
I believe few would disagree with the qualities that go towards that British identity;
qualities of creativity built on tolerance, openness and adaptability, work and
self-improvement, strong communities and families and fair play, rights and responsibili-
ties, and an outward looking approach to the world–that allflow from our unique island
geography and history. (Blair 2000 )Arguments such as these form teacher agencies that are quite paradoxical in terms of
the sorts of personalities, skills and identities that teachers are to structure and
implement in pupils. Let me give you an example from the Norwegian curriculum
that is quite contrasting to the demand for stability, identity and community.
Education shall qualify people for productive participation in today’s labour force, and
supply the basis for later shifts to occupations as yet not envisaged. It should develop the
skills needed for specialized tasks, and provide a general level of competence broad enough
for re-specialisation later in life. Education must ensure both admission to present-day
working and community life, and the versatility to meet the vicissitudes of life and the
demands of an unknown future. Hence, it must impart attitudes and learning to last a
lifetime, and build the foundation for the new skills required in a rapidly changing society.
(KUF 1993 ,p.5)366 T.A. Trippestad