Why the arts are not considered core knowledge in secondary education: a Bernsteinian analysis

As a result of international neoliberal and neoconservative trends, the status arts has been devalued in secondary school curricula. This paper examines why are not considered core educational knowledge pedagogic discourse arising from New Right policy agenda. In case study analysis Swedish debates, curriculum codes their underlying principles recontextualization weighed as they bear on arts. Discursive positionings socio-political networking between political standpoints stakeholders have analysed based official documents associated with legislative process revision.Our findings show how justifications education clash coding orientations strong classification what is presumed to be valuable non-valuable knowledge, which turn due an principle visibility. While advocates argue that artistic practices promote transversal competences intangible benefits, this same argument unwittingly strengthens non-autonomous The illegitimacy also stems belief only marginally related visible market values. Taken together, because perceived relative unimportance for higher academic learning or vocational competence.