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Med livet på schemat. Om skolämnet livskunskap och den riskfyllda barndomen

Löf, Camilla LU (2011) In Malmö Studies in Educational Science Nr 59.
Abstract (Swedish)
Popular Abstract in Swedish

Skolämnet livskunskap har vuxit fram i svenska skolor under det senaste decenniet, ofta utifrån en ambition att främja hälsa och att konkretisera skolans värdegrundsarbete. Avhandlingen belyser hur livskunskap växer fram och definieras som ett skolämne i nationella och kommunal dokument, och organiseras i lokal skolpraktik. Studien, som har en kombinerad barndomssociologisk och kritiskt diskursanalytisk ansats, riktar särskild uppmärksamhet mot den syn på barn och barndom som skapas genom organisationen av detta komplexa ämne.

Det nya skolämnet saknar entydiga nationella riktlinjer och omfattas i den lokala skolpraktiken av en mängd olika arbetssätt och program. Skolämnet livskunskap... (More)
Popular Abstract in Swedish

Skolämnet livskunskap har vuxit fram i svenska skolor under det senaste decenniet, ofta utifrån en ambition att främja hälsa och att konkretisera skolans värdegrundsarbete. Avhandlingen belyser hur livskunskap växer fram och definieras som ett skolämne i nationella och kommunal dokument, och organiseras i lokal skolpraktik. Studien, som har en kombinerad barndomssociologisk och kritiskt diskursanalytisk ansats, riktar särskild uppmärksamhet mot den syn på barn och barndom som skapas genom organisationen av detta komplexa ämne.

Det nya skolämnet saknar entydiga nationella riktlinjer och omfattas i den lokala skolpraktiken av en mängd olika arbetssätt och program. Skolämnet livskunskap handlar i skolans vardagspraktik om elevers sociala problem, snarare än om de gemensamma värden som framhålls i läroplanen. Innehållet i ämnet läggs därmed ofta på ett för barnen privat plan. I avhandlingen diskuteras vad som sker när barns privata relationer lyfts upp till offentliga samtal i syfte att lösa konflikter och lärarens roll blir mer terapeutisk än pedagogisk. (Less)
Abstract
The aim of this thesis is to understand and cast light over how the school subject Life Competence Education (Sw. Livskunskap) is developing in the Swedish school context. In focus of the study is how this school subject is defined and organized by actors (i.e. politicians, national governmental institutes, local governmental authorities, teachers and children in compulsory schools) in the different practices that together constitute the field of school. Of specific interest is how children and childhood is formulated within this specific subject, as well as what possibilities to contribute and participate in the process of defining and organizing Life Competence Education as a school subject. The study is conducted in Malmö, a community... (More)
The aim of this thesis is to understand and cast light over how the school subject Life Competence Education (Sw. Livskunskap) is developing in the Swedish school context. In focus of the study is how this school subject is defined and organized by actors (i.e. politicians, national governmental institutes, local governmental authorities, teachers and children in compulsory schools) in the different practices that together constitute the field of school. Of specific interest is how children and childhood is formulated within this specific subject, as well as what possibilities to contribute and participate in the process of defining and organizing Life Competence Education as a school subject. The study is conducted in Malmö, a community where Life Competence Education is part of the local public health strategy.

The study draws upon a theoretical framework in which childhood sociology (James & Prout, 1997; Corsaro, 2005) is combined with critical discourse analysis (CDA, Fairclough, 2010). The empirical data has been collected by a variety of methods: such as policy documents at both a national and a local level; interviews with local key persons; as well as an ethnographic fieldwork and video recordings from classroom interaction. This methodological design offers the possibility to analyze Life Competence Education from different perspectives, with a special interest in how childhood is constituted within different formulations of this specific school subject.

The analysis shows a national concern for children’s vulnerable positions in the society. At a national level politicians and governmental institutes formulate Life Competence Education as a way for schools to improve children’s health and empower children to act as democratic agents. In local curricula this subject is formulated as a possibility for schools to organize values education and other mandatory cross-disciplinary subjects. Thus, when Life Competence Education is interpreted in the local school practice t is transformed into more of a solution of locally defined social and individual problems. Children’s personal experiences are often at center of attention when problem solving, risking exploiting children’s private relations. As a consequence, the educational setting transforms into a therapeutic setting. The analysis shows that the children, in classroom interaction, demonstrate their agencies opposing the values upheld by the teachers. (Less)
Please use this url to cite or link to this publication:
author
supervisor
opponent
  • Professor Reimers, Eva, Institutionen för samhälls- och välfärdsstudier, Linköpings universitet
alternative title
Scheduling Life Competences. On the school subject Life Competence Education and the risks of childhood
publishing date
type
Thesis
publication status
published
subject
keywords
demokrati, hälsa, livskunskap, värdegrund, kritisk diskursanalys, barndsomssociologi, etnografi, skola
in
Malmö Studies in Educational Science
volume
Nr 59
pages
228 pages
publisher
Malmö högskola
defense location
Sal D 138, Lärarutbildningen, Nordenskiöldsgatan 10, Malmö högskola
defense date
2011-03-02 10:15
ISSN
1651-4513
ISBN
978-91-86295-10-3
language
Swedish
LU publication?
no
id
caae00c8-8d2c-48b8-b2de-6d39b49bd6a6 (old id 1782660)
alternative location
http://hdl.handle.net/2043/11630
date added to LUP
2011-02-08 09:23:00
date last changed
2016-09-19 08:44:46
@phdthesis{caae00c8-8d2c-48b8-b2de-6d39b49bd6a6,
  abstract     = {The aim of this thesis is to understand and cast light over how the school subject Life Competence Education (Sw. Livskunskap) is developing in the Swedish school context. In focus of the study is how this school subject is defined and organized by actors (i.e. politicians, national governmental institutes, local governmental authorities, teachers and children in compulsory schools) in the different practices that together constitute the field of school. Of specific interest is how children and childhood is formulated within this specific subject, as well as what possibilities to contribute and participate in the process of defining and organizing Life Competence Education as a school subject. The study is conducted in Malmö, a community where Life Competence Education is part of the local public health strategy.<br/><br>
The study draws upon a theoretical framework in which childhood sociology (James &amp; Prout, 1997; Corsaro, 2005) is combined with critical discourse analysis (CDA, Fairclough, 2010). The empirical data has been collected by a variety of methods: such as policy documents at both a national and a local level; interviews with local key persons; as well as an ethnographic fieldwork and video recordings from classroom interaction. This methodological design offers the possibility to analyze Life Competence Education from different perspectives, with a special interest in how childhood is constituted within different formulations of this specific school subject.<br/><br>
The analysis shows a national concern for children’s vulnerable positions in the society. At a national level politicians and governmental institutes formulate Life Competence Education as a way for schools to improve children’s health and empower children to act as democratic agents. In local curricula this subject is formulated as a possibility for schools to organize values education and other mandatory cross-disciplinary subjects. Thus, when Life Competence Education is interpreted in the local school practice t is transformed into more of a solution of locally defined social and individual problems. Children’s personal experiences are often at center of attention when problem solving, risking exploiting children’s private relations. As a consequence, the educational setting transforms into a therapeutic setting. The analysis shows that the children, in classroom interaction, demonstrate their agencies opposing the values upheld by the teachers.},
  author       = {Löf, Camilla},
  isbn         = {978-91-86295-10-3},
  issn         = {1651-4513},
  keyword      = {demokrati,hälsa,livskunskap,värdegrund,kritisk diskursanalys,barndsomssociologi,etnografi,skola},
  language     = {swe},
  pages        = {228},
  publisher    = {Malmö högskola},
  series       = {Malmö Studies in Educational Science},
  title        = {Med livet på schemat. Om skolämnet livskunskap och den riskfyllda barndomen},
  volume       = {Nr 59},
  year         = {2011},
}