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Skolbarnets fostran: Enhetsskolan, agan och politiken om barnet 1946-1962
Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
2006 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
The Training of the Schoolchild : The comprehensive school, Corporal Punishment and the Politics of the Child (English)
Abstract [sv]

I centrum för avhandlingen står den konflikt om skolagan som aktualiserades när det svenska skolväsendet skulle stöpas om till en enhetsskola. Undersökningsperioden är 1946-1962. Det övergripande syftet har varit att analysera denna konflikts upprinnelse, utveckling och följder i relation till skolans fostransuppdrag och barndomens innebörder.

Med utgångspunkt i detta syfte har dels har det formella skolpolitiska spelet kring enhetsskolan och skolans fostransuppdrag beskrivits, dels har ett antal centrala texter som producerades i denna process analyserats. Teoretiskt och metodiskt har undersökningen knutit an till ett diskursanalytiskt förhållningssätt där frågor om makt och styrning är centrala. I diskussionen om skolans fostransuppdrag framträdde olika diskurser som på vissa punkter stod i skarp opposition mot varandra. Vid en närmare granskning av denna konflikt har diskursernas olika möjlighetsvillkor undersökts, i betydelsen deras historiska och samhälleliga förutsättningar och deras inre logiker; och de centrala ord, begrepp och metaforer som har utgjort diskursernas centrala element har kunnat ringas in.

De två maktteoretiska begreppen styrningsrationalitet och hegemoni har utgjort de primära analytiska redskapen. Med hjälp av styrningsrationalitetsbegreppet har de målsättningar, inställningar och problem som har varit knutna till hanteringen av barnen under perioden åskådliggjorts. De olika antaganden om barnet som den fostrande verksamheten har vilat på, kunskaperna och vetenskaperna som har legat till grund för den, teknikerna som har ansetts nödvändiga samt det subjekt som utgjort målet för olika fostrande åtgärder har analyserats och diskuterats. Med hjälp av hegemonibegreppet har kampen om skolbarnets fostran under perioden kunnat förstås och fostransdiskussionens konsekvenser för hur den nya skolans fostrande målsättningar formulerades och kom till uttryck i grundskolans formativa dokument.

Abstract [en]

This dissertation analyses the controversy on corporal punishment that arose in conjunction with the Swedish comprehensive school reform. The time period covered is 1946-1962. The overarching aim has been to explore and analyse the origins, development and consequences of this debate in relation to the school’s task of character formation and changed notions of childhood.

The school politics in which the comprehensive school reform took shape has been examined and a number of central documents that were produced in this process have been analysed. Theoretically and methodologically a discourse-analytical approach has been used where issues of power and governance have been central. In the discussion on character formation in school different discourses were operating, which at certain points stood in sharp disagreement with each other. This became especially clear in the debate on corporal punishment. A closer analysis of these discourses has revealed their different conditions of possibilities, in the sense of their historical and societal circumstances and their internal logics, and the keywords, concepts and metaphors that constituted the central elements of these discourses have been highlighted and described.

The two theoretical concepts governmentality and hegemony have been used as the primary analytical tools for the study. With the concept of governmentality the goals, attitudes and problems that have been tied to the training of the schoolchild during the period have been made visible. The different presuppositions about the child’s being and development on which the character-forming practices have been built, the knowledge and science that have been referred to, the techniques that have been viewed as necessary and the subject that has been the goal for various character-forming actions have been analysed and discussed. With the concept of hegemony the power struggle connected to the discussion of character formation during the period has been examined and the various guidelines for the school’s task of character formation that were formulated and expressed in the formative documents of the comprehensive school have been made visible.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2006. , 205 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 365
Keyword [en]
character formation, childhood, school, school reforms, educational history, post-war period, politics, discourse analysis, governmentality, hegemony
Keyword [sv]
fostran, barndom, skola, skolreformer, utbildningshistoria, barndomshistoria, efterkrigstiden, politik, diskursanalys, makt, styrningsrationalitet, hegemoni
National Category
History
Identifiers
URN: urn:nbn:se:liu:diva-7272ISBN: 91-85523-26-7 (print)OAI: oai:DiVA.org:liu-7272DiVA: diva2:22302
Public defence
2006-09-29, C3, Hus C, Campus Valla, Linköpings universitet, Linköping, 13:15 (English)
Opponent
Supervisors
Available from: 2006-09-05 Created: 2006-09-05 Last updated: 2014-09-05Bibliographically approved

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Qvarsebo, Jonas

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CiteExportLink to record
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Citation style
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