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Gymnasiereformens konsekvenser för den sociala fördelningen av kunskaper i de yrkesorienterade utbildningarna
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning & Demokrati)
Institutionen för pedagogik, Högskolan i Borås.
2011 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, Vol. 16, no 2, 81-100 p.Article in journal (Refereed) Published
Abstract [sv]

I föreliggande artikel analyseras den pågående gymnasiereformen (Prop 2008/09:199, SOU 2008:27) utifrån dess innebörd för kunskapers organise-ring i de yrkesorienterade utbildningarna. För att diskutera reformens möjliga kon-sekvenser analyseras den i relation till befintliga praktiker i en fordonsprograms-klass. Problemet som står i fokus är den ojämlika sociala fördelningen av kunskap och makt som föreligger mellan olika samhällsklasser. I denna problematik har de yrkesorienterade utbildningarna en central position, då dessa huvudsakligen både rekryterar elever från, tillika socialiserar för, arbetarklasspositioner. De teoretiska begreppen hämtas framförallt från utbildningssociologen Basil Bernstein, som skil-jer på kunskap organiserad i horisontella och vertikala diskurser, vilka ger olika förutsättningar för handling i olika sammanhang. Resultaten från analysen visar att befintliga praktiker i huvudsak är horisontellt organiserade och att de riskerar att ytterligare styras i den riktningen genom att reformen premierar starkt kontextbun-den, färdighetsorienterad, kunskap. För den sociala fördelningen av kunskap inne-bär detta att reformen i högre grad än vad som redan är fallet utestänger hälften av gymnasieungdomarna, företrädelsevis med bakgrund i arbetarklassen, från vertika-la diskurser, från kunskap som ger makt.

Place, publisher, year, edition, pages
Stockholm: Stockholms universitets förlag , 2011. Vol. 16, no 2, 81-100 p.
Keyword [en]
Vocational education, education policy, educational ethnography, horizontal and vertical discourse, Basil Bernstein, social class, knowledge organisation
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-20768OAI: oai:DiVA.org:oru-20768DiVA: diva2:474889
Available from: 2012-01-13 Created: 2012-01-10 Last updated: 2013-11-28Bibliographically approved
In thesis
1. Yrkesutbildning, klass & kunskap: en studie om sociala och politiska implikationer av innehållets organisering i yrkesorienterad utbildning med fokus på 2011 års gymnasiereform
Open this publication in new window or tab >>Yrkesutbildning, klass & kunskap: en studie om sociala och politiska implikationer av innehållets organisering i yrkesorienterad utbildning med fokus på 2011 års gymnasiereform
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

The overall purpose of this thesis is to critically contextualise the organization of content in Swedish upper-secondary vocational education by highlighting its social and political implications in relation to social class. Policy documents concerning the content of vocational education in Sweden from 1971 to 2011 serve as the main empirical source, with particular attention given to the reform of 2011 (Gy11). The thesis is comprised of four studies that each represents a different context that reveals social and political implications of the selection and organisation of content in Gy11. The content structure of Gy11 is thus analysed in relation to (a) the school’s role of fostering democratic citizens and the overarching societal function of education, (b) knowledge distribution among social classes, (c) a class context, including key historical and contemporary reforms, and (d) a modern historical context, focusing on how two previous structural reforms (1971 and 1994) organised power and control over educational content.

The study results show that, in terms of its content structure and underlying principles, Gy11 represents a historical break with previous reforms in many respects. Fundamental organising principles of past reforms, such as students’ preparation for active citizenship, critical thinking and entry to higher education, have been given less importance while the content is more context-bound than in previous reforms. The Gy11 reform can thus be seen as a part of a broader policy trend that is detracting from earlier efforts to give all social classes equal access to an equivalent education and reduce social imbalances in education. This new way of shaping vocational education is, it is argued, likely to exacerbate class inequalities by both reducing social mobility and rendering knowledge distribution in society more asymmetric.

Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2013. 153 p.
Series
Örebro Studies in Education, ISSN 1404-9570 ; 40
Series
Örebro Studies in Educational Sciences with an Emphasis on Didactics, 8
Keyword
curriculum theory, vocational education, class, education policy, knowledge, curriculum codes, upper-secondary school, Bernstein, Englund, Olin Wright
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-29316 (URN)978-91-7668-953-0 (ISBN)
Public defence
2013-09-27, Hörsal Prisma, Örebro universitet, Fakultetsgatan 1, Örebro, 13:15 (Swedish)
Opponent
Available from: 2013-06-04 Created: 2013-06-04 Last updated: 2013-11-28Bibliographically approved

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Nylund & Rosvall (2011)(399 kB)607 downloads
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