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Publikasjoner (3 av 3) Visa alla publikasjoner
Sandin, L. (2015). Det beslöjade rummet: Ideologiska samhällsbilder i grundskolans samhällskunskap. (Doctoral dissertation). Härnösand: Mittuniversitetet
Åpne denne publikasjonen i ny fane eller vindu >>Det beslöjade rummet: Ideologiska samhällsbilder i grundskolans samhällskunskap
2015 (svensk)Doktoravhandling, monografi (Annet vitenskapelig)
Abstract [en]

A veiled space - Ideological Images of Society in Swedish Compulsory School Civics

Lars Sandin

 This study deals with the ideological dimension of education in the Swedish compulsory school [grundskolan]. By focusing on the images of the social world which are configured in the content of education, the study pays attention to the reproduction of an ideological dimension which is latent in our social imaginary. The theoretical problem was formulated as a question about if, and in what form, critical knowledge content is offered as part of the reproduction of the social imaginary that takes place in education. The empirical aim was to interpret the images of society configured in policy documents and teaching practice in compulsory school civics [samhällskunskap] with regard to how the differentiation of social space appears in these images. A hermeneutic approach was used. In the first of the two parts of the study, a number of policy documents – curricula and syllabi – were interpreted. In these documents, the differentiation of social space was found to be made visible selectively. The gender dimension and the dimension termed “cultural diversity” were highlighted, while the link between social differences and the uneven distribution of resources could only be glimpsed sporadically. A clear pattern of individuality could also be interpreted. The second of the two parts of the study was designed as a multiple case study. In this, the teaching of two teaching contents in civics, politics and economics, were studied as two separate cases. Three different images of society could be interpreted: a rationalist, a functionalist and a socio-political image. Of these, only the socio-political image offered a transparent view into the differentiated social space. However, the socio-political image was given a weak and unclear legitimacy in the teaching. The dominance of the rationalist and functionalist images were related to traditions that embed the teaching of civics. In the discussion the results from the two parts of the study were taken together and related to the problem. Among other things, the results were interpreted as an example of a conflict between contemporary reproduction and historical reproduction in education.

sted, utgiver, år, opplag, sider
Härnösand: Mittuniversitetet, 2015. s. 300
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 232
Civics, compulsory school, curriculum, hermeneutics, ideology, mul­tiple case study, policy document analysis, social imaginary.
HSV kategori
urn:nbn:se:miun:diva-26214 (URN)978-91-88025-43-2 (ISBN)
2015-12-11, Alfhild Agrellsalen (U401), Universitetsbacken 1, 871 88 Härnösand, Härnösand, 13:00 (svensk)
Tilgjengelig fra: 2015-11-13 Laget: 2015-11-04 Sist oppdatert: 2015-12-16bibliografisk kontrollert
Sandin, L. (2012). Civics, the issue of critique, and the possibilities of hermeneutics. Paper presented at European Conference on Educational Research, 2012.
Åpne denne publikasjonen i ny fane eller vindu >>Civics, the issue of critique, and the possibilities of hermeneutics
2012 (engelsk)Konferansepaper, Oral presentation only (Fagfellevurdert)
HSV kategori
urn:nbn:se:miun:diva-17855 (URN)
European Conference on Educational Research, 2012
Tilgjengelig fra: 2012-12-18 Laget: 2012-12-18 Sist oppdatert: 2012-12-19bibliografisk kontrollert
Sandin, L. (2010). Några grundskollärares uppfattningar om kulturell mångfald, värden och kunskap tolkade som ideologi. Härnösand: Mittuniversitetet
Åpne denne publikasjonen i ny fane eller vindu >>Några grundskollärares uppfattningar om kulturell mångfald, värden och kunskap tolkade som ideologi
2010 (svensk)Rapport (Annet vitenskapelig)
Abstract [en]

In this study, the conceptions of a number of teachers in the Swedish primary and lower-secondary school about cultural pluralism, the values connected to this pluralism by the Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre, Lpo 94, and the possibilities for pupils to gain knowledge about these values, were studied. The conceptions of the teachers were regarded and interpreted as ideology, since the study was based on an assumption about how the content of the curriculum is of importance for the development of relations of power and dominance between different groups in society. The purpose of the study was to interpret the statements of a limited number of teachers about cultural pluralism, values and knowledge, regarding the ontological, axiological and epistemological assumptions and conceptions expressed therein. The empirical data of the study was gathered through qualitative interviews with eleven teachers working in six different primary and lower-secondary schools in the Mid-Sweden region. The conceptions expressed in the statements given by the respondents were categorized. These categories were then interpreted through a typology containing four different types of ideology, here called restorative (implying a return to a social order of the past), transmissive (implying a conveyance of existing values, relations and conditions), moderative (implying short-term adjustments of existing institutions and conditions) and transformative (implying long-term and radical change) ideology. This interpretation showed that only fragmentary parts of the restorative and transformative types of ideology were expressed through the different assumptions and conceptions, while distinct and substantially developed expressions of transmissive as well as moderative ideology could be interpreted. This was discussed with reference to three different themes: the connotations conveyed by the concept of culture, the ideological content of official and semi-official documents of the curriculum – mainly Lpo 94 and the report (Skola för bildning) of the Committee of Curriculum – and the historically strong progressivist tradition in the Swedish school system.

sted, utgiver, år, opplag, sider
Härnösand: Mittuniversitetet, 2010
Utbildningsvetenskapliga studier ; 2010:2
conceptions, cultural pluralism, curriculum, ideology, knowledge, primary and lower-secondary school, teachers, values
HSV kategori
urn:nbn:se:miun:diva-13712 (URN)978-91-86073-82-4 (ISBN)
Tilgjengelig fra: 2011-04-27 Laget: 2011-04-27 Sist oppdatert: 2011-05-10bibliografisk kontrollert
ORCID-id: ORCID iD iconorcid.org/0000-0001-6203-5944