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dc.contributor.authorSjögren, Fredrik
dc.date.accessioned2011-10-26T10:40:38Z
dc.date.available2011-10-26T10:40:38Z
dc.date.issued2011-10-26
dc.identifier.isbn978-91-89246-53-9
dc.identifier.issn0346-5942
dc.identifier.urihttp://hdl.handle.net/2077/26677
dc.descriptionBaksidestext: Vad gör lärare när elever eller föräldrar motsätter sig att biologiundervisningen baseras på evolutionsteori? Vad leder det till när lärare och elever inte har samma uppfattning i värderingsfrågor? Är lokala regler om kepsar möjliga att föra över på religiösa huvudbonader? När svenska lärare fattar beslut kan de inte utgå från att beslutet accepteras av övriga aktörer. Elevers och föräldrars protester är inte bara ord utan en reell maktfaktor i en skola baserad på brukarinflytande, fritt skolval och målstyrning.Besluten resulterar därför i en förhandling.Den här boken skildrar förhandlingsspelet mellan lärare å ena sidan och föräldrar och elever å den andra. Fokus riktas motden språkliga maktstrukturen där aktörerna försöker definiera frågorna och alltså inte mot den formella beslutsprocessen. Den förhandlade makten försöker besvara frågor som: Hur går det till när lärare förhandlar med elever och föräldrar om värdefrågor? Hur kan förhandlingen förstås ur ett maktperspektiv? Vad innebär det för förhandlingen om elevernas och föräldrarnas anspråk uppfattas vara kulturella? Varför definieras så många frågor som individuella? Boken är baserad på en intervjustudie med trettionio högstadielärare i fyra kommuner. Fredrik Sjögren är verksam som forskare och lärare vid Göteborgs universitet och Högskolan Väst. Detta är hans doktorsavhandling i statsvetenskap. ISBN 978-91-89246-53-9 ISSN 0346-5942sv
dc.description.abstractSjögren, Fredrik Negotiated Power. Cultural Value Conflicts in Swedish Compulsory Schools (Swedish title: Den förhandlade makten. Värdekonflikter i den svenska skolan). Swedish text. English summary. Göteborg Studies in Politics 127. 247 pages. Göteborg 2011. ISBN 978-91-89246-53-9. ISSN 0346-5942. This dissertation argues that, in order to understand how teachers in compulsory Swedish schools deal with what they regard to be cultural value conflicts, an important aspect is negotiations about definitions between teachers, pupils and parents, this directing focus towards power relations in the actual schools rather than formal decision making procedures. The aim is to elaborate a theory on the foundation of power theories that provides an understanding of the negotiation process and its effects in relation to cultural value conflicts. In relation to the four faces of power (decision making, agenda setting, preference shaping, and Foucauldian power analytics) the dissertation views the first three aspects as the force that makes the negotiation come about. For analyzing the actual power structure of the negotiation as well as the effects of the negotiation, it relies on a Foucauldian perspective. The dissertation views the process when the definitions come about as a framing process, but connected to a Foucauldian perspective rather than an agenda setting perspective. It therefore focuses on normalization and disciplinarian processes. The dissertation identifies five different frames in earlier research: individual sphere, public sphere, religious sphere, sexuality and gender sphere, and science sphere. It is argued that those spheres are abstract entities that provide particularities with a meaning by including them in existing story lines. By doing so, they also provide possible solutions, point out individuals or groups as authorities, and decide the hierarchy of ethical and normative goals. It is further argued that, in order to understand the negotiation, insights into the overall context of Swedish schools are important, and especially the structures vertical autonomy (the teacher’s dependence on the state), horizontal autonomy (the teacher’s dependence on parents and pupils), teacher role, and ideas about cultural diversity and ethnicity. Long semi structured interviews have been made with a total of 39 teachers from four different schools. Three different types of questions are studied: societal value questions (as democratic values and opinions on sexuality), knowledge questions and questions about pupils´ behaviour in classroom. The findings show that there is no hegemonic discourse in Swedish schools regarding the issues studied; similar questions are frequently framed differently by different teachers and on different schools. The findings of the empirical study further indicate that many negotiations ends up with the individual frame (this is the case for all three different types of questions). It is argued that this individualization reduces potential conflicts and is therefore preferred when the actors want to connect a question to different speheres. It is also argued that the results of the framing depends on power relations: if there is a societal consensus about a phenomenon (e.g. democracy), teachers are more reluctant to frame it as an individual question. If there is no such consensus (e.g. opinions on homosexuality) the teachers are more prone to direct it to the individual sphere.sv
dc.language.isoswesv
dc.relation.ispartofseriesStudier i politiksv
dc.relation.ispartofseries127sv
dc.relation.ispartofseriesGöteborg Studies in Politicssv
dc.relation.ispartofseries127sv
dc.subjectSwedish schools, value conflicts, culture, power, Foucault, framing, negotiation, language, spheres, individualization, administration reformssv
dc.titleDen förhandlade makten. Kulturella värdekonflikter i den svenska skolan.sv
dc.typeText
dc.type.svepDoctoral thesiseng
dc.gup.mailfredrik.sjogren@hv.sesv
dc.type.degreeDoctor of Philosophysv
dc.gup.originUniversity of Gothenburg. Faculty of Social Scienceseng
dc.gup.originGöteborgs universitet. Samhällsvetenskapliga fakultetenswe
dc.gup.departmentDepartment of Political Science ; Statsvetenskapliga institutionensv
dc.gup.defenceplaceFredagen den 18 november 2011, kl 13.15, Sal 10, universitetsbyggnaden, Vasaparken, Göteborgsv
dc.gup.defencedate2011-11-18
dc.gup.dissdb-fakultetSF


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