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Lena lär lyda. Fostran och disciplinering i svensk skola 1947-1956.

Båtshake, Helene LU (2006)
Abstract (Swedish)
Popular Abstract in Swedish

I sökandet efter den rådande fostrings- och disciplineringsdiskursen i svensk skola åren 1947-1956 har Michel Foucaults diskursanalys utgjort en central utgångspunkt i denna avhandling. Jag har inledningsvis redogjort för modernitetens genombrott i Sverige och kort belyst befolkning och utbildning vid mitten av 1900-talet.



Skolan som disciplineringsinstitution har beskrivits med bland annat tidstypiska artiklar från den pedagogiska fackpressen och som avhandlar just den rådande fostransdiskursen. Därtill har de mest frekvent använda lära läsa böckerna studerats liksom läsebokens förhistoria. En teoretisk tolkning med de tre strukturalisterna Émile Durkheim (1858-1917), Michel... (More)
Popular Abstract in Swedish

I sökandet efter den rådande fostrings- och disciplineringsdiskursen i svensk skola åren 1947-1956 har Michel Foucaults diskursanalys utgjort en central utgångspunkt i denna avhandling. Jag har inledningsvis redogjort för modernitetens genombrott i Sverige och kort belyst befolkning och utbildning vid mitten av 1900-talet.



Skolan som disciplineringsinstitution har beskrivits med bland annat tidstypiska artiklar från den pedagogiska fackpressen och som avhandlar just den rådande fostransdiskursen. Därtill har de mest frekvent använda lära läsa böckerna studerats liksom läsebokens förhistoria. En teoretisk tolkning med de tre strukturalisterna Émile Durkheim (1858-1917), Michel Foucault (1926-1984) och Pierre Bourdieu (1930-2002) som centrala portalfigurer har avslutningsvis gjorts.



I linje med Foucaults diskursanalys är begreppen makt, disciplinering och fostran centrala. Detta kom att bekräftas under inläsningen av läseböckerna och tidskriftsartiklarna. Därtill framträdde begreppet (sekundär) socialisation som användbart för studien.



Läseböckerna i skolan är utomordentliga exempel på kulturförmedlare. I de äldre läseböckerna från 1800-talet och första halvseklet under 1900-talet, var innehållet för de flesta av eleverna utopiskt. Ett exempel kan Sörgårdsidyllen utgöra. Den lära-läsa-bok jag närmare studerat är Nu ska vi läsa av Stina Borrman et al. (1948). Här överges den berättartradition som hade sina rötter i den analfabetiska kulturen. Att oralt hålla berättelser vid liv är viktigt i en sådan kultur. I en skriftbaserad kultur (written-based form of culture) kan berättelsen nedtecknas och berättarkonsten blir inte längre så viktig. Nu ska vi läsa kan därför tillåtas vara fragmentarisk i sin framställning och boken blir samtidigt ett brott mot berättelsen. Icke desto mindre är Nu ska vi läsa en kulturförmedlare i ett samhälle i snabb förändring.



Om jag skulle lokalisera eller positionera mitt eget forskningsbidrag, kan det först och främst betraktas som ett bidrag till historisk pedagogisk forskning när jag studerar några flitigt använda läseböcker i småskolan vid mitten av 1900-talet. I förlängningen undersöker jag även den pedagogiska diskurs som äger rum vid denna tid. Jag gör detta genom att studera tidens pedagogiska tidskrifters innehåll. Exempel på sådana artiklar anförs och de behandlar främst disciplinära problem och fostringsproblem. Man tycker sig se en avtagande "hyfs" bland tidens barn. (Less)
Abstract
The purpose of this monograph is to discern what constituted the dominant fostering and discipline discourse in Swedish compulsory schools during the period 1947-1956. For this purpose Michel Foucault's discourse analysis has played a central role in this thesis. As a starting point, an account of the emergence of modernity in Sweden is given, as well as a brief presentation of the Swedish population and education in Sweden at the middle of the 20th century.



Using, among others, what is interpreted as articles that are typical of the period, found in educational trade publications, compulsory education, seen as a disciplinary institution, is described, thus clarifying the dominant fostering discourse. Further... (More)
The purpose of this monograph is to discern what constituted the dominant fostering and discipline discourse in Swedish compulsory schools during the period 1947-1956. For this purpose Michel Foucault's discourse analysis has played a central role in this thesis. As a starting point, an account of the emergence of modernity in Sweden is given, as well as a brief presentation of the Swedish population and education in Sweden at the middle of the 20th century.



Using, among others, what is interpreted as articles that are typical of the period, found in educational trade publications, compulsory education, seen as a disciplinary institution, is described, thus clarifying the dominant fostering discourse. Further clarification was found in the most frequently used ?Learn? and ?Read? textbooks (readers) as well as in a study of the historical background of reading textbook. Émile Durkheim (1858-1917), Michel Foucault (1926-1984) and Pierre Bourdieu (1930-2002) have provided the theoretical background for this study, representing as they do the central figures within structuralism.



In accordance with Foucault's discourse analysis, the three central concepts are power, discipline and fosterage. The relevance of these three concepts was confirmed by the study of readers and articles, mentioned above. In addition, the concept of secondary socialisation proved useful.



Readers are excellent examples of cultural carriers. In older readers published in the 19th century and the first half of the 20th century, the contents were utopian for most of the pupils. The Sörgård idyll is an example of a utopian community. The reader what I closely studied is entitled Nu ska vi läsa (Let Us Read), written by Stina Borrman et al. (1948). In this book the narrative tradition, which had its roots in a verbal culture, is abandoned. In a verbal culture the practice of maintaining the culture through narration is important. In a written-based form of culture, narratives can be recorded, making the art of narration less important. Therefore, the presentation is fragmentary in Nu ska vi läsa and the book itself constitutes a breach with narration.



I purpose that this work can primarily be considered a contribution to historical education research, inasmuch as it constitutes the study of several readers, widely used during the middle of the 20th century. I have also studied the educational discourse that was dominant at this particular time, using the contents of education trade publications. Examples from articles are given, in which primarily disciplining and fostering problems are treated. The overall impression is the decline of "good manners" among the young. (Less)
Please use this url to cite or link to this publication:
author
supervisor
opponent
  • Docent Asplund Carlsson, Maj, Göteborgs universitet
organization
alternative title
Lena learns to obey. Fosterage and discipline in Swedish compulsory schooling 1947-1956
publishing date
type
Thesis
publication status
published
subject
keywords
grammar school, the history of pedagogy, compulsory school, structuralism, readers, educational discourse, socialisation, fosterage, power, discipline, discourse analysis, Foucault, Comparative and historical pedagogy, Jämförande och historisk pedagogik
pages
170 pages
publisher
Department of Education, Lund University
defense location
Edens hörsal
defense date
2006-09-29 10:00
ISBN
91-628-6924-8
language
Swedish
LU publication?
yes
id
3ed39de0-50c9-4a10-ae98-7cce4d5aa3e0 (old id 25680)
date added to LUP
2007-06-04 17:03:25
date last changed
2016-09-19 08:45:02
@misc{3ed39de0-50c9-4a10-ae98-7cce4d5aa3e0,
  abstract     = {The purpose of this monograph is to discern what constituted the dominant fostering and discipline discourse in Swedish compulsory schools during the period 1947-1956. For this purpose Michel Foucault's discourse analysis has played a central role in this thesis. As a starting point, an account of the emergence of modernity in Sweden is given, as well as a brief presentation of the Swedish population and education in Sweden at the middle of the 20th century.<br/><br>
<br/><br>
Using, among others, what is interpreted as articles that are typical of the period, found in educational trade publications, compulsory education, seen as a disciplinary institution, is described, thus clarifying the dominant fostering discourse. Further clarification was found in the most frequently used ?Learn? and ?Read? textbooks (readers) as well as in a study of the historical background of reading textbook. Émile Durkheim (1858-1917), Michel Foucault (1926-1984) and Pierre Bourdieu (1930-2002) have provided the theoretical background for this study, representing as they do the central figures within structuralism.<br/><br>
<br/><br>
In accordance with Foucault's discourse analysis, the three central concepts are power, discipline and fosterage. The relevance of these three concepts was confirmed by the study of readers and articles, mentioned above. In addition, the concept of secondary socialisation proved useful.<br/><br>
<br/><br>
Readers are excellent examples of cultural carriers. In older readers published in the 19th century and the first half of the 20th century, the contents were utopian for most of the pupils. The Sörgård idyll is an example of a utopian community. The reader what I closely studied is entitled Nu ska vi läsa (Let Us Read), written by Stina Borrman et al. (1948). In this book the narrative tradition, which had its roots in a verbal culture, is abandoned. In a verbal culture the practice of maintaining the culture through narration is important. In a written-based form of culture, narratives can be recorded, making the art of narration less important. Therefore, the presentation is fragmentary in Nu ska vi läsa and the book itself constitutes a breach with narration.<br/><br>
<br/><br>
I purpose that this work can primarily be considered a contribution to historical education research, inasmuch as it constitutes the study of several readers, widely used during the middle of the 20th century. I have also studied the educational discourse that was dominant at this particular time, using the contents of education trade publications. Examples from articles are given, in which primarily disciplining and fostering problems are treated. The overall impression is the decline of "good manners" among the young.},
  author       = {Båtshake, Helene},
  isbn         = {91-628-6924-8},
  keyword      = {grammar school,the history of pedagogy,compulsory school,structuralism,readers,educational discourse,socialisation,fosterage,power,discipline,discourse analysis,Foucault,Comparative and historical pedagogy,Jämförande och historisk pedagogik},
  language     = {swe},
  pages        = {170},
  publisher    = {ARRAY(0x81fc3a0)},
  title        = {Lena lär lyda. Fostran och disciplinering i svensk skola 1947-1956.},
  year         = {2006},
}