Discursive changes on comprehensive education in Sweden from 1969 – 2011

Abstract

Aim: Partly the investigation has an aim to make a diachronic analyse of Lgr 69, Lgr 80, Lpo 94 and Lgr 11 and critically discuss discursive changes within these policy documents, regarding educational reforms and paradigm shifts, and partly the purpose is to study the effects of these changes.

• What discursive changes can be identified within the educational regimes during the time period of 1969 – 2011 concerning participation and citizenship? • How may these changes have affected the production and reproduction of social capital within the educational system

Theory: The theoretical framework has its point of departure within educational sociology concentrating on Critical theory, Bourdieu’s theory of habitus and the discourse theory by Laclau and Mouffe.

Method: The methodology is based on the theoretical framework with Critical Discourse Analysis using Fairclough’s three-dimensional model as the main analytical tool, combined with immanent critique.

Results: Three major discursive changes can be identified during the investigated period of time. From the foundation in the ideas of A School for All in Lgr 69, the discourse turned more into a School for Knowledge and Skills in Lgr 80. This neo-liberal turn has become even clearer in Lpo 94 and Lgr 11 with its focus on A School for the Market. The discursive changes have transformed and affected the production and reproduction of social capital into a social order where marketisation has become the word. By habituating the individuals into a certain direction through discourses, the education now makes education a product to be sold and consumed. Thus, the production and reproduction of social capital is now directed toward a more ‘profit-related’ goal and enterprise –like praxis, where education provide with knowledge products in the shape of human capital.