Curriculum making and knowledge conceptions in classrooms in the context of standards‐based curricula

This paper explores the knowledge conceptions in teachers’ curriculum making within a classroom perspective through lens of social realist theory. Curriculum is conceptualised as process that occurs between students, teachers, content and contextual factors, which teachers must balance various priorities boundaries. The analytical distinctions conceptions, boundaries structures are based on Young Muller's three future scenarios applied to empirical data retrieved from two eighth-grade (14–15 year olds) classrooms Sweden regarding lessons Swedish natural sciences. findings show requirements impede agency shape conditions for making. Teachers seek terms aim subject knowledge, teaching activities their students. Conceptions constructed complex ways try build bridges engage disciplinary boundary crossing subject-specific world students’ subjective experience. These movements epistemic transactions integrating different structures, they have potential encourage exploration moving beyond contexts everyday