SwePub
Sök i LIBRIS databas

  Utökad sökning

onr:"swepub:oai:DiVA.org:kau-8005"
 

Sökning: onr:"swepub:oai:DiVA.org:kau-8005" > Skolutveckling som ...

Skolutveckling som diskursiv praktik : Några ideologiska implikationer

Holmdahl, Gudrun, 1961- (författare)
Högskolan Dalarna,Karlstads universitet,Avdelningen för utbildningsvetenskap,Pedagogiskt arbete
Pérez Prieto, Hector, Professor (preses)
Karlstads universitet,Estetisk-filosofiska fakulteten
Olsson, Ulf, Docent (opponent)
Stockholms universitet
 (creator_code:org_t)
ISBN 9789170633720
Karlstad : Karlstads universitet, 2011
Svenska 197 s.
Serie: Karlstad University Studies, 1403-8099 ; 2011:37
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)
Abstract Ämnesord
Stäng  
  • This study aims at highlighting the ideological implications of school development as a discursive practice. More comprehensively the aim is also contributing to rearrangements and shifts in perspective when school development is the matter. One of today´s most widespread and dominant discourses are said to be the one which concerns development, and according to many interpreters, development is one of the most prominent commandments in the modern as well as the post-modern narratives. School development as a concept has for the last 15 years established itself firmly in both Swedish school policy and in Swedish school research. It may sound obvious and commendable but also such axioms may be questioned.The design of the study lies in the field of discourse research and more specifically within critical discursive psychology, which draws on both a post-structural and a postmodern conception of discourse. The study is based on the idea that the ideological potential of arguments occurs, develops and changes in discursive practices and not anywhere else or at any abstract level. The starting point is a perception that certain issues and topics within e.g. conversation, depending on time and context will be seen as controversial, while others will be taken for granted.One part of the basis of the study consists of texts with a direct bearing on a specific school research and development project which took place between 2003 and 2008. Participating partners in the collaboration were the Swedish National Agency for School Improvement, Karlstad University, Dalarna University and 13 municipalities in Sweden. Another part of the basis of the study consists of texts in which  ‘school development’ is considered and negotiated in more general terms, usually without reference to the project. All texts derive from the period 2003 – 2006.The analysis shows that school development as discursive practice often rely on a set of stereotypical expressions and ways of arguing. Stereotypes, which among other things, tend to divide people into suitable and non-suitable, capable and non-capable, which may be regarded as a somewhat unexpected implication of school development. The material has been dramatized by an intrigue inspired by the sociologist Zygmunt Bauman´s texts. He has written extensively on the modern in relation to the postmodern and about the ambivalence which resides in between and school development as discursive practice can be understood in much the similar way.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

School development
discourse
ideology
skolutveckling
diskurs
ideologi
Education
Pedagogik

Publikations- och innehållstyp

vet (ämneskategori)
dok (ämneskategori)

Hitta via bibliotek

Till lärosätets databas

Sök utanför SwePub

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.

 
pil uppåt Stäng

Kopiera och spara länken för att återkomma till aktuell vy