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Examining "The Police": On Inclusion and "Investmentality" in Swedish Schooling
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-0211-2714
2013 (English)In: European Education: Issues and Studies, ISSN 1056-4934, E-ISSN 1944-7086, Vol. 45, no 3, 51-66 p.Article in journal (Refereed) Published
Abstract [en]

In modern education, inequalities are assumed to be reduced by a redistribution of knowledge between the affluent and able on one side, and the poor and unable on the other. This article investigates ways in which the distribution of futures becomes naturalized in everyday school practices where equality is perceived as a goal rather than a starting point. The investigation draws on notions of governmentality and partition of the sensible, to analyze ethnographic material. The findings are thematized as discourses of inclusion and as "investmentality"—attitudes assumed and explained to the subjects involved.

Place, publisher, year, edition, pages
Taylor & Francis, 2013. Vol. 45, no 3, 51-66 p.
National Category
Pedagogy International Migration and Ethnic Relations Social Sciences Interdisciplinary
Identifiers
URN: urn:nbn:se:liu:diva-136516DOI: 10.2753/EUE1056-4934450304OAI: oai:DiVA.org:liu-136516DiVA: diva2:1089133
Available from: 2017-04-18 Created: 2017-04-18 Last updated: 2017-04-18Bibliographically approved
In thesis
1. Välja vara: En studie om gymnasieval, mässor och kampen om framtiden
Open this publication in new window or tab >>Välja vara: En studie om gymnasieval, mässor och kampen om framtiden
2017 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Choosing Subjects : A Study on Upper Secondary School Choice, School Fairs and the Battle for the Future
Abstract [sv]

Avhandlingen kartlägger och analyserar i fyra empiriska artiklar hur elevsubjekt konstrueras i skolans vardag och vilken roll marknadens principer spelar i dessa konstruktioner. I synnerhet fokuseras vilka logiker som konstituerar gymnasievalets praktiker, samt hur dessa legitimeras, tolkas och utmanas. Resultatet visar att gymnasievalets praktiker delar upp både nuet och framtiden för eleverna, som valet mellan en uttalad utopi eller en underförstådd dystopi, där eleverna i hög grad själva görs ansvariga för att lyckas eller misslyckas med att förverkliga den utopi som iscensätts i valets praktiker. Denna uppdelning framstår för aktörerna till stor del som naturlig och apolitisk, vilket i sin tur legitimerar dess effekter i termer av exkludering, ojämlikhet och segregering, ofta på basis av social klass. Den marknadsstyrda skolans diskurser konstruerar och delar också upp eleverna som om de vore varor med olika värde. Begreppet fantasmatiska logiker kan förklara hur elever greppas av  marknadsliknande diskurser, samt hur de hanterar motsägelsefulla villkor. Exempelvis hur gymnasievalet för eleverna både innebär att förändras och bli vad man vill, samtidigt som man formas att bli mer av den man redan är, genom att välja att vara den man är. Elevernas problematisering och destabilisering av dominerande marknadslogiker i skolan förekommer i alla undersökta sammanhang, och beskrivs i avhandlingen som både genomskådanden och ifrågasättanden av hur skola och utbildning kopplas samman med marknadens logiker. Genom att genomskåda gymnasievalets förmenta neutralitet synliggör eleverna hur marknadsstyrningen av utbildning i allmänhet och iscensättningen av mässorna i synnerhet tycks ligga i skolornas, snarare än elevernas intresse.

Abstract [en]

The thesis explores and analyzes in four empirical articles how student subjects are constructed in everyday school life and what role market principles play in these constructions. In particular, it focuses on the logics that constitute upper secondary school choice practices, and how these are legitimized, interpreted and challenged. The results show that upper secondary school choice practices divide the present and the future of the students as the choice between an explicit utopia and an implied dystopia. Here, the students themselves are made responsible for their success or failure in realizing the utopia that is staged in school choice practices. This division generally appears to the actors as natural and apolitical, which in turn legitimizes its effects in terms of exclusion, inequality and segregation, often on the basis of social class. Furthermore, the market-driven school discourses construct and divide the students as if they were commodities of different value. The notion of fantasmatic logics can explain how students are gripped by market-driven discourses and how they handle contradictory conditions. For instance, it explains how, for students, school choice means they can transform and become who they want to be, while at the same time they can also become more of what they already are, by choosing to be who they are. Students, however, problematize and destabilize dominant market logics in the school in all examined contexts, which in the thesis is analyzed in terms of penetrations and destabilizations of how schools and education are linked to the market logics. By penetrating the presupposed neutrality of secondary school choice practice, the students expose how the market orientation of education in general and the staging of school fairs in particular appear to be in schools’, rather than students’, interest.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2017. 122 p.
Series
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 32Linköping studies in education and social sciences, 13
Keyword
Educational practice, upper secondary school choice, marketization, inequality, subjectivation, problematization, discourse analysis, logics perspective, Pedagogiskt arbete, gymnasieval, marknadisering, ojämlikhet, subjektivering, problematisering, diskursanalys, logikperspektiv
National Category
Pedagogical Work Didactics Pedagogy Specific Languages
Identifiers
urn:nbn:se:liu:diva-136517 (URN)10.3384/diss.diva-136517 (DOI)9789176855492 (ISBN)
Public defence
2017-05-19, K2, Kåkenhus, Campus Norrköping, Norrköping, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2017-04-18 Created: 2017-04-18 Last updated: 2017-04-19Bibliographically approved

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