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Att rätt förfoga över tingen : Historiska studier av styrning och maktutövning
- 2007
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Hur ska vi förstå den omsorg som ägnas åt den enskilda individen i vårt moderna samhälle? Det sätt på vilket Michel Foucault närmat sig denna fråga i termer av maktutövning och styrning har under de senaste åren erhållit ett ökat intresse inom humaniora och samhällsvetenskap.Avsikten med detta samlingsverk är att presentera aktuell svensk forskning som tar sin utgångspunkt i Foucaults begreppsapparat. Antologin inleds med två bidrag som teoretisk och historiografiskt reflekterar över analysen av makt och styrning. Därefter följer en rad empiriska studier som ger spännande inblickar i bland annat svensk sinnessjukvårds rutiner under tidigt 1900-tal, 1800-talets förändrade definitioner av socialpolitik samt hur Ferdinand Tönnies distinktion mellan Gesellschaft och Gemeinschaft återanvänts i olika politiska och vetenskapliga sammanhang. Antologin avslutas med en artikel som med utgångspunkt i de övriga bidragen ställer frågor om vad det innebär att utföra studier i Foucaults anda
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- Berg, Anne, et al.
(författare)
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Diligent and docile workers: descriptions of the working poor and the social order in the Lasebok for folkskolan, 1868-1920s
- 2023
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Ingår i: Paedagogica Historica. - : Informa UK Limited. - 0030-9230 .- 1477-674X. ; 59:1, s. 19-35
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Tidskriftsartikel (refereegranskat)abstract
- The educational system in nineteenth-century Sweden was, as in many other industrialising states, segregated by social class. Children of the economically and politically marginalised classes were educated in basic primary subjects in the nationwide Folkskola (primary schools). From 1868 to the early 1940s, the government issued, subsidised, and distributed the Lasebok for folkskolan (Reader for Primary School; "the Reader"). Besides poems and songs, the Reader contained religious, fictitious, moral, and historical texts - all wrapped in an explicit nationalist discourse. However, it also contained images and ideologies about social class which have remained unexplored. The representations and social vernaculars in the Reader about how children of the working poor should identify and conduct themselves in order to grow up as functional members of a bourgeois society have been more or less overlooked. This paper deals with the images of the poor and marginalised in the Reader. We suggest not only that the Swedish state reproduced a class-based society through a segmented school system, but that the social descriptions in the book were aimed to produce diligent and docile workers to serve the political and economic interests of the dominant classes.
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- Berg, Anne, 1981-, et al.
(författare)
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The Making of a Docile Working Class : Descriptions of class and class relations in the Läsebok för folkskolan, 1868–1940
- 2021
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Konferensbidrag (refereegranskat)abstract
- The 19th century educational system was socially segmented and divided according to social class. Children of the economically and politically marginalized classes was educated in primary basic subjects in the nationwide Folkskola (Sandin 1986; Petterson 1992; Larsson 2014). From 1868 to the early 1940s, a government subsidized reader, the Läsebok för folkskolan, was issued and spread. Besides poems and songs, the reader contained religious, fictitious, moral and historical text – all wrapped in an explicit nationalist discourse. The impact of this book for nationalizing the masses has been highlighted repeatedly in earlier research. However, the reader contained other interesting images and ideologies, related to class and identity of class, which has remained unexplored. The book was issued at a time in history when industrialization was rapid and a working class culture and identity was in its initial stages. What’s more, the state’s readers was in play during the decades when a widespread labour movement and a political class-consciousness was in the making. The fact that the book contained and spread representations of how the sub-class children should conduct themselves to grow up to become functional members of a bourgeois society, has more or less been overlooked. However, they were highly present. We see them in the stories of the model virtues of the ‘cottagers son’, ‘the poor cabin boy’ or the ‘shop boy’, in the poems that handled poverty or the proverbs on how ‘birds of a feather stick together’ and ‘better poor with glory, than rich with shame’. This paper, in contrast to previous analyses, deals with the social imageries of the poor and marginalized in the Läsebok för folkskola. In our paper, it is suggested that we have to take the social imagery of class into consideration if we want to understand the ideological functions of the reader during the historical period it was in use. Furthermore, it is proposed the social descriptions can be understood as means of making the children of the poor into industrious and docile workers. The results are based on a qualitative analysis of the descriptions of the working poor and the stories of the imagined relationships between the poor and the rich, which the reader contains.BibliographyEsbjörn Larsson, En lycklig Mechanism. Olika aspekter av växelundervisningen som en del av 1800-talets utbildningsrevolution (2014).Bengt Sandin, Hemmet, gatan, fabriken eller skolan. Folkundervisning och barnuppfostran i svenska städer 1600-1850 (1986).Lars Petterson, Frihet, jamnlikhet, egendom och Bentham. Utvecklingsliner i svensk folkundervisning mellan feodalism och kapitalism 1809-1860 (1992).
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- Berry, Gustav, 1987-
(författare)
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Den självstyrda periferin : Lanthushållsundervisningen och styrningen av den svenska landsbygden, 1890-1970
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Through the formation and development of industrial societies between 1890 and 1970, rural life and agriculture in Europe were made subject to a high degree of social, economic and political planning. This phenomenon of rural governance in the age of high modernity is explored in this thesis, which analyzes the governance of the Swedish countryside through studies of rural domestic education. In this thesis, rural domestic education refers to a complex of three educational institutions. Together they formed an arrangement to shape the work and lives of rural girls and women in Sweden in order to manage larger issues connected to the fate of agriculture and rural life in industrial society. The arrangement consisted of rural vocational schools, targeting young, unmarried women; the home demonstration extension service, directed towards rural housewives, and colleges for rural domestic teacher education. By framing rural domestic education as a case of rural governance, the thesis seeks to further the discussion of rural self-governance during the period. In contrast to previous studies in the field, which have favored the agency of the modern state and the notion of high modernism, this study highlights the social dimensions of rural governance and the ambivalence and resistance to the upheavals of high modernity experienced by social groups and classes in the Swedish countryside.The aim of the thesis is to widen and deepen our understanding of rural governance in the age of high modernity. This is done by merging theoretical perspectives from modern history and the history of education and applying them to four source pluralistic empirical investigations. These investigations cover the rationales, conditions, and actors involved in the governance of the Swedish countryside through rural domestic education between 1910 and 1960.Taken together the investigations show that the attempts to govern rural Sweden by fostering rural housewives were firmly based in the countryside. They were motivated by real and imagined threats related to women’s flight from the land and carried out through cooperation between the state and rural civil society, responsible for financing respectively organizing different forms of rural domestic education. Moreover, the rationales and conditions of rural domestic education were closely tied to a social and cultural formation that used it to further its own interests, characterized in the thesis as the rural bourgeoise. Through these results the thesis shows that rural governance in the age of high modernity can be understood as reactions of social groups responding to rapid transformations of society, rather than an outcome of state intervention and the need to render agriculture and rural life legible. This new understanding has implications for our perception of rural governance as a phenomenon in modern history and presents new perspectives on the history of agricultural and domestic education for women.
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En resa genom skolans historia
- 2021
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Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
- Hur var det egentligen att gå i skola förr i tiden? I den här boken får du träffa tolv elever som gick i en skola som inte var som skolan är idag. Det är berättelser om både tjejer och killar, en del fattiga och en del rika. Den första berättelsen handlar om 1600-talet och den sista om 1980-talet. Gemensamt för alla berättelser är att de är skrivna av personer som forskat om skolans historia och som är experter på den tid de skriver om.
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Förskolans expansion och marknadisering
- 2024. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Utvecklingen av förskolan till en central samhällsinstitution har gått mycket fort sedan 1970-talets omfattande utbyggnad. Förskolan har idag en självklar plats i det svenska välfärdssamhället och utgör en betydande del av skolsystemet – men den är också en del av det marknadsanpassade skolsystemet med privata aktörer, koncept och profiler för vårdnadshavare att välja mellan. Dessa två aspekter präglar den svenska förskolan idag.Med utgångspunkt i aktuell forskning beskriver och analyserar författarna denna utveckling och situation. Perspektiven är omväxlande historiska, sociologiska och pedagogiska. Fokus riktas även mot vilka konsekvenser utvecklingen haft för förskolans organisering och hur detta påverkar både barn och föräldrar i ett alltmer socialt skiktat utbildningssystem.Förskolans expansion och marknadisering vänder sig till såväl förskollärarstudenter som yrkesverksamma förskollärare och skolledare genom att belysa förskolans betydelse för samhället från olika perspektiv.
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- Karlsson Sjögren, Åsa, 1966-, et al.
(författare)
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Agents and Subjects : schooling and Conceptions of Citizenship in Nineteenth-Century Sweden
- 2019
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Ingår i: History of Education. - : Routledge. - 0046-760X .- 1464-5130. ; 48:3, s. 297-316
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to analyse how the emerging Swedish school system in the early nineteenth century can be understood within the context of a gradual break-up of the estate society and its replacement with a class society in which citizenship was an important foundation. This is done through the discussion of the conceptions of citizenship on two levels. The first is the national level, focusing the national debate on education, and the second is the local level, investigating the local schools and the school setting. The main result is that the conceptions of citizenship in the school context were formed along two major lines: an inclusive social and civil citizenship and an exclusive, active and political citizenship. Consequently, the emerging Swedish school system simultaneously fostered these two citizenship conceptions, which coexisted in an educational system that was able to cast pupils as either subjects (comprehensive citizenship) or agents (designated citizenship).
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