lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Images of the child in the educational landscape.
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. (PEPP)ORCID iD: 0000-0002-9523-6379
Malmö University, Sweden.
Linköping University, Sweden.
2019 (English)In: 29th EECERA ANNUAL CONFERENCE, Early Years: Making it Count, Thessaloniki, Greece 20th – 23rd August 2019: ABSTRACT BOOK, 2019, p. 240-Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

This study is a part of a research project, which aims to analyse consequences of educational policy change in Sweden. The overall policy change in Sweden is related to economy (Heckman 2000), to increase quality in education and to qualify children for further studies (Riddersporre & Persson, 2010). These changes are related to a global knowledge economy that enhances education for the youngest (Persson, 2010). Policies can be seen as narratives about progress and salvation, about ‘finding the better life’ and about ‘making’ the new citizen through schooling (Lindblad & Popkewitz, 2004). The descriptions of the child in the selected policy documents has therefore been analysed from the point of view of creating a new citizen as well as good education for children using Biesta’s (2009) concepts of subjectification and qualification. In this study, focus is to examine descriptions of the child, the school start, school readiness and mandatory school attendance through analysing national policy documents from 1940-2017. Even if document analysis includes limited ethical issues, the results may implicate consequences in educational practice. The most prominent and recurring description of the child is school ready child vs the immature child. Descriptions of power and control over children and the obedient and silenced child appears in almost all policy texts. The process of learnification in an individual performative school culture is an overarching and still standing theme. Societal ideas of children and how these are expressed in policy can be assumed to influence educational practice.

Place, publisher, year, edition, pages
2019. p. 240-
Keywords [en]
policy, Sweden, children subjectification, qualification
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-88868OAI: oai:DiVA.org:lnu-88868DiVA, id: diva2:1347141
Conference
29th EECERA conference in Thessaloniki, 20-23 aug 2019.
Projects
Förskoleklassen i en brytningstid
Funder
Swedish Research Council, 2017-03592Available from: 2019-08-30 Created: 2019-08-30 Last updated: 2019-11-11Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Abstract book

Authority records BETA

Ackesjö, Helena

Search in DiVA

By author/editor
Ackesjö, Helena
By organisation
Department of Pedagogy and Learning
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 90 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf