Vad räknas som kunskap i den svenska gymnasieskolan? En kritisk diskursanalys av förändrade policyformuleringar mellan 1990-talet och 2010-talet i svensk gymnasieskola

Adolfsson, Carl-Henrik

doi:10.48059/uod.v21i2.969

Cited by 7 publications

(14 citation statements)

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“…As a counter-concept therefore, Bildung embodies critical and resistant elements, the purpose of which are to illuminate factors that threaten to reduce or narrow human beings' perception and constitution of reality (Wimmer, 2003). Seen in a contemporary context, that is, of continued societal technologisation, education as an arena for the effectivised production of "human capital" (Adolfsson, 2013;Gillies, 2014;Sundberg & Wahlström, 2012), and private life as reduced to a worldview that narrows the subject's relating with the world to its utilisation as a commodity (Freudenberg, 2021;Heron, 2008;Kocka, 2016), the role of Bildung as a counter-concept could rightfully be viewed as critically important today. This is not least because of the association of Bildung with the idea of education as having a broader value, and not something that can be characterised in instrumental terms only (Schnack, 2008).…”

Section: Bildung As a Central Concept For Science Education In The An...mentioning

confidence: 99%

“…Crucially, Bildung is not alone in influencing the content and form of the Swedish school curriculum (Adolfsson, 2013). Gustavsson (2009) for example has discerned three dimensions arising from different historical sources of influence: economic goals associated with neoliberalism that serve Swedish and EU interests, goals that serve the interests of sustaining democracy in Sweden, and goals which can be described as Bildung goals.…”

Section: Purpose Of the Study And Research Questionsmentioning

confidence: 99%

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Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers’ Orientation Towards Promoting Bildung in Chemistry Education

Clucas,

Sjöström

2024

Sci & Educ

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There is a need of a component in science education that can orient students to the complexity characterising the natural sciences position in relation to a globalised risk society and the Anthropocene. Recently, the implications of the German philosophical and educational construct Bildung have been discussed in this regard. In this paper, we investigate in what aspect an orientation towards promoting Bildung manifests in Swedish upper secondary school chemistry teachers’ visions and views for their teaching. In view of the reported impact of neoliberal policy in narrowing the scope of education, with such narrowing possibly excluding dimensions of philosophical-ethical reflection in science teaching, we also investigate in what aspect economic goals associated with neoliberalism might hinder a Bildung orientation in the vision and views of the five chemistry teachers that were interviewed. Results revealed “Bildung-related elements” to be present in the chemistry teaching visions of all the teachers, however without strong Bildung orientation. Significantly, four of the five teachers reported contextual factors consistent with the impact of neoliberal policy in education as marginalising their work to realise Bildung-related elements. In addition, factors outside of teachers’ awareness were also found to marginalise Bildung. Common for all five teachers were neoliberal values at the level of teachers’ implicit beliefs, with our analysis pointing to the possibility that teachers view Bildung-related elements in their chemistry teaching as commodifiable entities. We argue that these implicit beliefs disempower the teachers in relation to a teaching praxis that seeks to guide students towards their own Bildung.

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Section: Bildung As a Central Concept For Science Education In The An...mentioning

confidence: 99%

Section: Purpose Of the Study And Research Questionsmentioning

confidence: 99%

Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers’ Orientation Towards Promoting Bildung in Chemistry Education

Clucas,

Sjöström

2024

Sci & Educ

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“…En styrking av barnehagen som laeringsarena uttales som én måte å heve kvaliteten i barnehagen på (St.meld.nr.24 (2012(St.meld.nr.24 ( -2013, s 8). Dette kan ses i sammenheng med at samfunnsutviklingen de seneste årene har blitt mer kunnskapsintensiv og differensiert (Korsvold 2008, Steinsholt 2009, Adolfsson 2012, Gulløv 2012, Kampmann 2013, Krejsler 2013, Nygård 2015.…”

Section: Innledningunclassified

“…Økonomiske og ideologiske forandringer har ført til en endret politisk retorikk (Aasen 2003). Kunnskap har derfor en politisk dimensjon (Adolfsson 2012) og kontrolleres i stor grad av staten (Apple 2003, s 1). Hva som regnes som gyldig kunnskap og hvem som setter kriterier for hva som er gyldig kunnskap er sentralt for policyaktører på ulike arenaer.…”

Section: Innledningunclassified

“…En større grad av statlig styring, samtidig som en ser tendenser til en markedsorientering og en fremvekst av lokale pedagogiske identiteter setter barnehagen i et spenningsfelt. På bakgrunn av dette kan man si at kunnskap både får en sosiokulturell dimensjon (Säljö 2003, Adolfsson 2012, en mål-og resultatstyrt dimensjon (Bernstein 2000, Adolfsson 2012) og en konserverende dimensjon hvor samfunnets nasjonale og kulturelle verdier skal bevares. Spørsmålet er hva som vil tillegges mest vekt, og hvor stor innflytelse stortingsmeldinger vil få over barnehagens innhold.…”

Section: Hva Slags Kunnskap Foretrekkes?unclassified

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Pedagogiske identiteter i norsk barnehagepolitikk fra 1970-årene og fram til i dag

Nygård¹

2016

U&D

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Pedagogical identities in Norwegian kindergarten politics from 1970 until today. The purpose of this article is to illuminate various pedagogic identities in Norwegian White Papers directed to Early Childhood Education and Care institutions. In this article, I present a study of eight White Papers concerning ECEC in Norway. I place emphasis on political efforts related to learning in ECEC institutions and further on, identify various learning discourses. I have chosen to place emphasis on a period of 40 years to identify if and in what way the learning discourses have changed. Further, I discuss various learning discourses based on Bernstein's theory of pedagogic identities and shed light on various ideologies in ECEC policy. Bernstein's theoretical framework is fundamental in this article.

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The Norwegian Early Childhood Education and Care institution as a learning arena: autonomy and positioning of the pedagogic recontextualising field with the increase in state control of ECEC content

Nygård

2017

Nordic Journal of Studies in Educational Policy

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When the responsibility for ECEC institutions was placed under Ministry of Education and Research in 2006, the ECEC institution as a learning area was brought in to the foreground in early education and care policy. Norwegian ECEC institutions have been subject to a greater degree of state control, and we can ask if the state is trying to undermine the profession's autonomy through a strong degree of control over the content in education. This article is based on interviews with eight preschool teachers with long experience working in ECEC institutions. I will illuminate their subjective experiences of the ECEC institution as a learning arena for children, and discuss how they position themselves as agents due to a greater degree of state control. Thus, the relation between the pedagogic and the official recontextualising field will be discussed. Autonomy and the concept of framing will be central.

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Vad räknas som kunskap i den svenska gymnasieskolan? En kritisk diskursanalys av förändrade policyformuleringar mellan 1990-talet och 2010-talet i svensk gymnasieskola

Cited by 7 publications

References 7 publications

Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers’ Orientation Towards Promoting Bildung in Chemistry Education

Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers’ Orientation Towards Promoting Bildung in Chemistry Education

Pedagogiske identiteter i norsk barnehagepolitikk fra 1970-årene og fram til i dag

The Norwegian Early Childhood Education and Care institution as a learning arena: autonomy and positioning of the pedagogic recontextualising field with the increase in state control of ECEC content

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