lnu.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Choice paths in the Swedish upper secondary education: a critical discourse analysis of recent reforms
Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik. Avdelningen för idrottsvetenskap.ORCID-id: 0000-0001-9043-4141
2008 (engelsk)Inngår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 23, nr 6, s. 633-648Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Decentralisation policy in Sweden emphasises school capitation allowance, the local upper secondary schools’ decision-making and pupils’ choices in contrast to previous bureaucratic governing. The aim of this article is to discuss how pupils’ educational choice paths are a part of the different kinds of integration and differentiation processes within upper secondary education. By doing so, the intention is to make a theoretical contribution to the ongoing discussion in this research field. In the light of Habermas’s theory of communicative action combined with Fairclough’s critical discourse analysis, educational choice paths have been studied as a process within three educational practices in a local quasi-market in Sweden: (1) choice of upper secondary school, (2) choice of upper secondary programme, and (3) choice of courses and subjects within a programme. Some

of the results demonstrate that pupils’ choice paths can be vocation-oriented, careeroriented and consumption-oriented. It is argued that these different types of choice paths

are related to a market discourse. Other results demonstrate that pupils’ group-oriented, interest-oriented and tradition-oriented choice paths are built upon an active citizenship

discourse, which is about creating meaning in terms of seeking knowledge and establishing social relations in upper secondary education. The analysis of these two paramount discourses indicates that pupils’ integration and differentiation processes are ambiguous.

sted, utgiver, år, opplag, sider
Routledge, London , 2008. Vol. 23, nr 6, s. 633-648
Emneord [en]
"education reform", "school choice", "critical discourse analysis", "upper secondary education"
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
URN: urn:nbn:se:vxu:diva-3688DOI: 10.1080/02680930802209743OAI: oai:DiVA.org:vxu-3688DiVA, id: diva2:203645
Tilgjengelig fra: 2008-12-10 Laget: 2008-12-10 Sist oppdatert: 2017-12-13bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fullteksthttp://dx.doi.org/10.1080/02680930802209743

Personposter BETA

Lund, Stefan

Søk i DiVA

Av forfatter/redaktør
Lund, Stefan
Av organisasjonen
I samme tidsskrift
Journal of education policy

Søk utenfor DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric

doi
urn-nbn
Totalt: 264 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf