Notions of Bildung in curriculum studies—a systematic research review 1990–2020

Abstract

This article provides an analysis, synthesis and interpretation of notions of Bildung in curriculum studies in educational research. The study is based on a systematic research review of 43 research articles published between 1990 and 2020. It addresses two central research questions: the identification of the main themes in the 43 texts through a bottom-up approach and the contributions of Bildung to the discussion of curriculum studies through a top-down approach according to an educational theoretical framework based on the Didaktik tradition and curriculum ideologies. Five main themes are identified as central findings, focusing on an understanding of Bildung as a renewal of education, a lost dimension of education, an alternative to competence and learning, cast in a comparative perspective between Didaktik and curriculum traditions, and as teachers’ knowledge to enact curriculum. Key findings are interpreted to capture three central curriculum studies’ aspects, namely, curriculum theory, policy, and implementation, each of which is underpinned by three corresponding notions of Bildung as renewal, resistance, and reflection, deemed central in advancing individual freedoms and peaceful democratic societies. It is concluded that Bildung, as an educational concept embedded in the Bildung-oriented Didaktik tradition, continues to enrich discussions in curriculum studies.