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

dc.creator	Carl-Henrik Adolfsson
dc.date	2012-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:01Z
dc.date.available	2015-07-20T22:11:01Z
dc.identifier	1102-6472
dc.identifier	https://doaj.org/article/e1f1829f812844a3bfa99a72f8d43585
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14103
dc.description	With the question – what problems is the current reform of the Swedishupper secondary school considered being the solution of – this articleanalyzes the political dimension of knowledge in the way it is discursively visualized in policy texts. With methodological inspiration from the Critical discourse analysis (CDA) two education policy reforms, published for the 1990s- and the 2010’s reformation of the upper secondary school, have been compared with an aim to study discursive shifts over time concerning changing politics of knowledge. To understand and explain these shifts the relation between declared knowledge discourses and the social practice, that these discourses are embedded in, is discussed. The results in the article point to some discursive shifts. The 1990’s policy texts weredominated by a hybridization of a deregulated objective-rational- and asocio-cultural oriented knowledge discourse. These discourses have now been challenge by a form of hybridization of a regulated working lifeoriented and a content- and result oriented knowledge discourse. These discursive movements are finally discussed in relation to what different societal problems these reforms are considered to be a solution to.
dc.language	Swedish
dc.language	Danish
dc.language	Norwegian
dc.language	English
dc.publisher	Örebro University
dc.relation	http://www.oru.se/Extern/Forskning/Forskningsmiljoer/HumUS/Utbildning_och_Demokrati/Tidskriften/2012/Nr%202/Vad%20r%c3%a4knas%20som%20kunskap%20i%20den%20svenska%20skolan%20En%20kritisk%20diskursanalys%20av%20f%c3%b6r%c3%a4ndrade%20policyformeringar%20mellan%201990-talet%20och%202010-talet%20i%20svensk%20gymansieskola.pdf
dc.relation	https://doaj.org/toc/1102-6472
dc.source	Utbildning & Demokrati : Tidsskrift för Didaktik och Utbildningspolitik, Vol 21, Iss 2, Pp 15-38 (2012)
dc.subject	politics of knowledge
dc.subject	educational policy
dc.subject	critical discourse analysis
dc.subject	discursive shifts
dc.subject	upper secondary education
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Vad räknas som kunskap i den svenska gymnasieskolan? En kritisk diskursanalys av förändrade policyformeringar mellan 1990-talet och 2010-talet i svensk gymnasieskola
dc.type	article