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The dissertation analyses the discourse of curriculum concept in Lithuanian general education school aiming to investigate the conception of curriculum which is being used in Lithuanian general education school. The first part of the dissertation is based on the analysis of the research literature and introduces the scientific discourse on curriculum, and discusses issues in connection with curriculum notion. Two major problems recognised in the contemporary academic discourse of education concerning curriculum notion are being examined: 1) the diversity of notions and the views of curricular theorists regarding this question; 2) the change of curriculum notions influenced by globalisation, which stimulated international academic discussions on curriculum standardisation and assimilation of the concepts. Further on in the theoretical part there are different curriculum theories, prominent 20th century curricular theory schools, modern and postmodern paradigms, which analyse and form different curriculum concepts representing corresponding schools of thought are being analysed. This part broadens theoretical curriculum research field in Lithuania and enriches Lithuanian theoretical curriculum discourse showing its relatedness to contemporary and global tendencies of curriculum research. The other part of dissertation presents the findings of conducted qualitative empirical research on scientific, political and pedagogical curriculum discourse. The results of the research embrace curriculum conceptions prevailing in Lithuanian general education school. Analysing the curriculum concept, the discourse on curriculum of three target groups (scientists, politicians, educators, including school head deputies for education) participating in curriculum development has been investigated. The analysis of the education politicians' discourse includes the analyses of education policy documents and interviews of politicians involved in curriculum development. The pedagogical discourse of the teachers and deputies has been examined carrying out a semi-structured interviews. The empirical research presents not only the discourse analysis of the each target group participating in the discourse, but also the results of the comparative analysis of these groups showing the similarities and differences Based on this analysis, the reconceptualisation strategy of the curriculum concept in Lithuanian general education school is being introduced. The results of the empirical study reveal probable ways of reconceptualisation of the Lithuanian concept. This can help in solving the problem of the term curriculum translation into the Lithuanian language, and finding the best Lithuanian equivalent and definition which would correspond to the contemporary curriculum theories. The discourse analysis of the curriculum concept in Lithuanian general education school can improve the interpersonal communication of curriculum developers and implementers so as to come to the common view and better understand the existing misunderstandings interfering with the successfully development and implementation of education programmes. At the same time it would broaden the boundaries of curriculum concept taking into consideration the individual context and experience of those involved in education and the general education school curriculum discourse change tendencies in Lithuania and internationally.

The dissertation analyses the discourse of curriculum concept in Lithuanian general education school aiming to investigate the conception of curriculum which is being used in Lithuanian general education school. The first part of the dissertation is based on the analysis of the research literature and introduces the scientific discourse on curriculum, and discusses issues in connection with curriculum notion. Two major problems recognised in the contemporary academic discourse of education concerning curriculum notion are being examined: 1) the diversity of notions and the views of curricular theorists regarding this question; 2) the change of curriculum notions influenced by globalisation, which stimulated international academic discussions on curriculum standardisation and assimilation of the concepts. Further on in the theoretical part there are different curriculum theories, prominent 20th century curricular theory schools, modern and postmodern paradigms, which analyse and form different curriculum concepts representing corresponding schools of thought are being analysed. This part broadens theoretical curriculum research field in Lithuania and enriches Lithuanian theoretical curriculum discourse showing its relatedness to contemporary and global tendencies of curriculum research. The other part of dissertation presents the findings of conducted qualitative empirical research on scientific, political and pedagogical curriculum discourse. The results of the research embrace curriculum conceptions prevailing in Lithuanian general education school. Analysing the curriculum concept, the discourse on curriculum of three target groups (scientists, politicians, educators, including school head deputies for education) participating in curriculum development has been investigated. The analysis of the education politicians' discourse includes the analyses of education policy documents and interviews of politicians involved in curriculum development. The pedagogical discourse of the teachers and deputies has been examined carrying out a semi-structured interviews. The empirical research presents not only the discourse analysis of the each target group participating in the discourse, but also the results of the comparative analysis of these groups showing the similarities and differences Based on this analysis, the reconceptualisation strategy of the curriculum concept in Lithuanian general education school is being introduced. The results of the empirical study reveal probable ways of reconceptualisation of the Lithuanian concept. This can help in solving the problem of the term curriculum translation into the Lithuanian language, and finding the best Lithuanian equivalent and definition which would correspond to the contemporary curriculum theories. The discourse analysis of the curriculum concept in Lithuanian general education school can improve the interpersonal communication of curriculum developers and implementers so as to come to the common view and better understand the existing misunderstandings interfering with the successfully development and implementation of education programmes. At the same time it would broaden the boundaries of curriculum concept taking into consideration the individual context and experience of those involved in education and the general education school curriculum discourse change tendencies in Lithuania and internationally.

The dissertation analyses the discourse of curriculum concept in Lithuanian general education school aiming to investigate the conception of curriculum which is being used in Lithuanian general education school. The first part of the dissertation is based on the analysis of the research literature and introduces the scientific discourse on curriculum, and discusses issues in connection with curriculum notion. Two major problems recognised in the contemporary academic discourse of education concerning curriculum notion are being examined: 1) the diversity of notions and the views of curricular theorists regarding this question; 2) the change of curriculum notions influenced by globalisation, which stimulated international academic discussions on curriculum standardisation and assimilation of the concepts. Further on in the theoretical part there are different curriculum theories, prominent 20th century curricular theory schools, modern and postmodern paradigms, which analyse and form different curriculum concepts representing corresponding schools of thought are being analysed. This part broadens theoretical curriculum research field in Lithuania and enriches Lithuanian theoretical curriculum discourse showing its relatedness to contemporary and global tendencies of curriculum research. The other part of dissertation presents the findings of conducted qualitative empirical research on scientific, political and pedagogical curriculum discourse. The results of the research embrace curriculum conceptions prevailing in Lithuanian general education school. Analysing the curriculum concept, the discourse on curriculum of three target groups (scientists, politicians, educators, including school head deputies for education) participating in curriculum development has been investigated. The analysis of the education politicians' discourse includes the analyses of education policy documents and interviews of politicians involved in curriculum development. The pedagogical discourse of the teachers and deputies has been examined carrying out a semi-structured interviews. The empirical research presents not only the discourse analysis of the each target group participating in the discourse, but also the results of the comparative analysis of these groups showing the similarities and differences Based on this analysis, the reconceptualisation strategy of the curriculum concept in Lithuanian general education school is being introduced. The results of the empirical study reveal probable ways of reconceptualisation of the Lithuanian concept. This can help in solving the problem of the term curriculum translation into the Lithuanian language, and finding the best Lithuanian equivalent and definition which would correspond to the contemporary curriculum theories. The discourse analysis of the curriculum concept in Lithuanian general education school can improve the interpersonal communication of curriculum developers and implementers so as to come to the common view and better understand the existing misunderstandings interfering with the successfully development and implementation of education programmes. At the same time it would broaden the boundaries of curriculum concept taking into consideration the individual context and experience of those involved in education and the general education school curriculum discourse change tendencies in Lithuania and internationally.

The dissertation analyses the discourse of curriculum concept in Lithuanian general education school aiming to investigate the conception of curriculum which is being used in Lithuanian general education school. The first part of the dissertation is based on the analysis of the research literature and introduces the scientific discourse on curriculum, and discusses issues in connection with curriculum notion. Two major problems recognised in the contemporary academic discourse of education concerning curriculum notion are being examined: 1) the diversity of notions and the views of curricular theorists regarding this question; 2) the change of curriculum notions influenced by globalisation, which stimulated international academic discussions on curriculum standardisation and assimilation of the concepts. Further on in the theoretical part there are different curriculum theories, prominent 20th century curricular theory schools, modern and postmodern paradigms, which analyse and form different curriculum concepts representing corresponding schools of thought are being analysed. This part broadens theoretical curriculum research field in Lithuania and enriches Lithuanian theoretical curriculum discourse showing its relatedness to contemporary and global tendencies of curriculum research. The other part of dissertation presents the findings of conducted qualitative empirical research on scientific, political and pedagogical curriculum discourse. The results of the research embrace curriculum conceptions prevailing in Lithuanian general education school. Analysing the curriculum concept, the discourse on curriculum of three target groups (scientists, politicians, educators, including school head deputies for education) participating in curriculum development has been investigated. The analysis of the education politicians' discourse includes the analyses of education policy documents and interviews of politicians involved in curriculum development. The pedagogical discourse of the teachers and deputies has been examined carrying out a semi-structured interviews. The empirical research presents not only the discourse analysis of the each target group participating in the discourse, but also the results of the comparative analysis of these groups showing the similarities and differences Based on this analysis, the reconceptualisation strategy of the curriculum concept in Lithuanian general education school is being introduced. The results of the empirical study reveal probable ways of reconceptualisation of the Lithuanian concept. This can help in solving the problem of the term curriculum translation into the Lithuanian language, and finding the best Lithuanian equivalent and definition which would correspond to the contemporary curriculum theories. The discourse analysis of the curriculum concept in Lithuanian general education school can improve the interpersonal communication of curriculum developers and implementers so as to come to the common view and better understand the existing misunderstandings interfering with the successfully development and implementation of education programmes. At the same time it would broaden the boundaries of curriculum concept taking into consideration the individual context and experience of those involved in education and the general education school curriculum discourse change tendencies in Lithuania and internationally.