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Det dubbla uppdragets dilemma: en diskursanalys av skolans kunskaps- och värdegrundsuppdrag
Örebro University, Department of Education.
Örebro University, Department of Education.
Örebro University, Department of Education.
2006 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The main objective of the essay is to analyse the two texts Skola för bildning SOU 1992:94 and Värdegrundsboken (2001) and the central query is whether there are different ways of referring to knowledge and fundamental values and how this can be interpreted. This is obtained by adapting a Critical Discourse Analysis according to Faircloug’s analysing model.

The transferrals of fundamental values and knowledge are the main tasks for the school system. In 1994 National Compulsory School Curriculum (Lpo 94) it is clearly stated that the school’s main directive is to promote learning. This indicates a dichotomy between the two different assignments. Given the fact that there are no unambiguous directives on how to combine the two tasks in the educational situation there is an apparent risk that the dichotomisation is reinforced.

Place, publisher, year, edition, pages
2006. , p. 50
Keywords [en]
Discourse analysis, fundamental values, transferral of knowledge, dichotomy
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:oru:diva-400OAI: oai:DiVA.org:oru-400DiVA, id: diva2:136762
Presentation
2006-01-27, P215, Örebro Universitet, Örebro, 15:30
Uppsok
samhälle/juridik
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Available from: 2006-03-22 Created: 2006-03-22 Last updated: 2017-10-18

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
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  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
  • html
  • text
  • asciidoc
  • rtf