Lärarens roll i att skapa demokratiska medborgare : En diskursanalys av lärarens subjektspositioner i svenska läroplaner från år 1980 och år 2011

• Main Author: Alveryd, Sofia
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2015
• Subjects: teacher; curriculum; the democratic citizen; knowledge; pragmatism; lärare; läroplan; den demokratiska medborgaren; kunskap; praktiskt arbete
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28241

In this degree project, a study of the teacher’s identity in the Swedish curriculum of 1980 and 2011 is presented. The aim of this study is to examine and compare how the Swedish curriculum of 1980 and 2011, respectively, portraits the teacher’s role in creating democratic citizens. With discourse analysis of the teacher’s identity as the method, the study aims to answer the questions below: How is the character of the teacher’s role in creating good citizens, described in the curriculum and the syllabus for social sciences? What is included and excluded in the teacher’s duty within the task of creating good citizens? What kind of perspectives on the purpose of education is formulated in the curriculum? The theoretical bases of this study are taken from; Joel Westheimer and Joseph Kahne’s categorizations of the democratic citizen, Gert J.J. Biesta’s account of the different functions of education, Leonora. M Cohen’s definitions of three philosophical perspectives on education and Carsten Ljunggren and Ingrid Unemar Öst’s model of teachers different reactions to controversy. As a conclusion this study finds that the portrait of the teacher’s role in creating democratic citizens has changed in its description from the curriculum of 1980 to the curriculum of 2011.The identity of the teacher has gone from describing a qualifying, socializing and pragmatic mediator of social standards in 1980’s curriculum to in the 2011’s curriculum describing a qualifying promoter of knowledge and discussion. The study also finds that the professional authority of the teacher is, in the curriculums, given very little room and instead focus lies on either the aspect of knowledge or pragmatism.