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Talet om det mångkulturella i skolan och samhället - En analys av diskurser om det mångkulturella inom utbildning och politik åren 1973-2006 (Multicultural issues in education and society: an analysis of discourses on multicultural issues in education and politics in the period 1973-2006)

Lorentz, Hans LU (2007)
Abstract (Swedish)
Popular Abstract in Swedish

Talet om det mångkulturella i skolan och samhället: En analys av diskurser om det mångkulturella inom utbildning och politik åren 1973-2006



Det svenska samhället har under de senaste tre decennierna påverkats av debatter, rapporteringar och diskussioner om det mångkulturella samhället. Frågan om hur man ska handskas med ?det mångkulturella? har uppfattats och beskrivit som ett stort problem. Den här avhandlingen undersöker och analyserar utifrån ett pedagogiskt interkulturellt perspektiv hur talet om det mångkulturella inom utbildning och politik har artikulerats åren 1973-2006. På vilka sätt har man beskrivit likheter eller skillnader? Har det funnits skillnader eller likheter... (More)
Popular Abstract in Swedish

Talet om det mångkulturella i skolan och samhället: En analys av diskurser om det mångkulturella inom utbildning och politik åren 1973-2006



Det svenska samhället har under de senaste tre decennierna påverkats av debatter, rapporteringar och diskussioner om det mångkulturella samhället. Frågan om hur man ska handskas med ?det mångkulturella? har uppfattats och beskrivit som ett stort problem. Den här avhandlingen undersöker och analyserar utifrån ett pedagogiskt interkulturellt perspektiv hur talet om det mångkulturella inom utbildning och politik har artikulerats åren 1973-2006. På vilka sätt har man beskrivit likheter eller skillnader? Har det funnits skillnader eller likheter mellan olika tider när man har beskrivit det mångkulturella? Vad är det som har sagts och vad har inte sagts?



Pedagogik och pedagogiskt tänkande har i århundraden spelat en viktig roll i samhällsförändringar och skolreformer. I globaliseringens och mångkultura-liseringens tidsålder har talet om det mångkulturella samhället blivit både angeläget och betydelsefullt. Ett centralt område i debatten om det mångkulturella samhället utgörs av verksamheten i skola och utbildning. Det har skapats en diskurs inom pedagogiken i form av ?talet om det mångkulturella?.



Regeringen har de senaste decennierna vid olika tillfällen deklarerat att vi lever i ett mångkulturellt samhälle som måste återspeglas inom utbildningen. Det heter att ?utbild¬ning på alla nivåer måste på en och samma gång främja kul¬turell identitet samt kun¬skap om och respekt för andra kulturer?. Hur tänkte man sig att dessa tankar och idéer skulle implementeras? Hur utbildar man dagens elever i vårt mångkulturella samhälle och hur förbereder man dagens ungdomar i en globaliserad, mångkulturell och internationaliserad värld?



Mångfalden i Sverige och särskilt inom området ?skola och utbildning? beskrivs i flera statliga betänkanden från de senaste åren som ett tillstånd som trots alla demokratiska ideal är präglat av diskriminering, fientlighet samt orättviss och kränkande behandling av ?de andra?.



Vi lever idag i ett samhälle som är olik nationalstatens epok och tiden av det svenska folkhemmet i moderniteten, samtidigt som dagens samhälle medför en förändrad erfarenhetsvärld och ett annorlunda sätt att lära oss av omvärlden. Dagens praktiska pedagogik borde också anpassas efter dessa nya förutsättningar. En interkulturell pedagogik borde inom ramen för en mångkulturell skola i ett mångkulturellt samhälle vara den mest lämpliga lösningen för de problem som existerar i dagens skolsystem. Genom en diskursanalys om talet av det mångkulturella i utbildning och politik åren 1973?2006, har jag försökt sätta fokus på det som kan förändra den diskursiva sociala praktiken i talet om det mångkulturella.



Avhandlingen beskriver bland annat hur man genom ett postmodernt perspektiv och en interkulturell pedagogik kan åstadkomma pedagogiska förändringar i vårt perspektiv på bl.a. lärande, kunskap och synen på ?de andra?. I avsnittet talet om mångfaldspedagogik: tankar om en interkulturell pedagogik beskrivs några viktiga utgångspunkter för det som karaktäriserar vad som är centralt i en pedagogik som är interkulturell och postmodern. (Less)
Abstract
The debate on "multicultural issues" has had a considerable impact on society, and in Sweden, dealing with such issues has been described and defined as a major problem. The aim of the present thesis is to analyse the various contents of discourses on multicultural issues that have influenced education and policy documents during the period 1973-2006. On several occasions, the Swedish government has declared that the diversity of the multicultural society we live in must be reflected in the field of education. In 1995, the Ministry of Education declared that education at all levels should promote cultural identity, while at the same time promoting knowledge of and respect for other cultures (Govt. Bill 1993/95:100, Annex 9). How can this... (More)
The debate on "multicultural issues" has had a considerable impact on society, and in Sweden, dealing with such issues has been described and defined as a major problem. The aim of the present thesis is to analyse the various contents of discourses on multicultural issues that have influenced education and policy documents during the period 1973-2006. On several occasions, the Swedish government has declared that the diversity of the multicultural society we live in must be reflected in the field of education. In 1995, the Ministry of Education declared that education at all levels should promote cultural identity, while at the same time promoting knowledge of and respect for other cultures (Govt. Bill 1993/95:100, Annex 9). How can this objective be implemented? In which ways does the Swedish educational system actually prepare young people for a globalised, multicultural and internationalised world?



Diversity in Sweden, in particular pertaining to the erea ?schools and education? is decribed in several recent official reports, despite of all democratic ideals, as charactarised by widespread discrimination, hostility, as well as unfair and humiliating treatmen of ?others?. The thesis draws theoretical inspiration from a socialconstructionist approach, and is informed by what is known as the ?linquistic turn?. Social reality does not only exist through the structures it acts within, but has been created by humans through social interaction, and is constructed discursively, through language. Language is not merely a transparent medium that reflects or directly represent a pre-existing reality, but rather created the social reality that we experience. The material world does not have meaning per se - it recieves meaning through language. The thesis describes the forms that speech abouth multicultural issues has taken in official documents 1975-2006. It further present an extensive account of pedagogical research in the field of intercultural pedagogy. In the discourses on multicultural issues the most notable signs encountered are ?immigrants? (invandrare) and ?the others?. The language used to speak about national and unifying issues in modernity while the language about multicultural issues is instead a language talking about foreigners, assimilation, refugees, xenophobia, discrimination, racism and structural discrimination. It is a language talking in dichotomies, decribing reality in terms of ?we ? and ?the others?. Operating with a inclusive and exclusionary perspective on the population over a periods of 30-40 years, has thus created and shaped an inherited habit of thinking and talking, using notions that have become part of basic social structures. Finally, the thesis describes some points of departure for exploring the core characteristics of pedagogy with intercultural aims. We live in a multicultural society that carries in its wake far-reaching changes in our life world, as well as new ways of learning from our surroundings. Within the frame of a multicultural school in a multicultural society, intercultural pedagogy with a postmodern pedagogical perspective, is without doubt the most suitable approach to tackle the issues that have arisen in our educational system today. (Less)
Please use this url to cite or link to this publication:
author
supervisor
opponent
  • Professor Lahdenperä, Pirjo, Södertörn
organization
publishing date
type
Thesis
publication status
published
subject
keywords
Pedagogik, didaktik, Pedagogy and didactics, discourse analysis, Multicultural issues in education and society, social constructionism, postmodern perspective, intercultural education., Samhällsvetenskaper, Social sciences
pages
231 pages
publisher
Department of Education, Lund University
defense location
Palaestra, Lund
defense date
2007-09-21 10:15
ISBN
978-91-628-7004-1
language
Swedish
LU publication?
yes
id
da522fa5-e0c3-485f-b03d-6122b420eb9b (old id 548917)
date added to LUP
2007-11-13 08:24:19
date last changed
2016-09-19 08:45:07
@phdthesis{da522fa5-e0c3-485f-b03d-6122b420eb9b,
  abstract     = {The debate on "multicultural issues" has had a considerable impact on society, and in Sweden, dealing with such issues has been described and defined as a major problem. The aim of the present thesis is to analyse the various contents of discourses on multicultural issues that have influenced education and policy documents during the period 1973-2006. On several occasions, the Swedish government has declared that the diversity of the multicultural society we live in must be reflected in the field of education. In 1995, the Ministry of Education declared that education at all levels should promote cultural identity, while at the same time promoting knowledge of and respect for other cultures (Govt. Bill 1993/95:100, Annex 9). How can this objective be implemented? In which ways does the Swedish educational system actually prepare young people for a globalised, multicultural and internationalised world?<br/><br>
<br/><br>
Diversity in Sweden, in particular pertaining to the erea ?schools and education? is decribed in several recent official reports, despite of all democratic ideals, as charactarised by widespread discrimination, hostility, as well as unfair and humiliating treatmen of ?others?. The thesis draws theoretical inspiration from a socialconstructionist approach, and is informed by what is known as the ?linquistic turn?. Social reality does not only exist through the structures it acts within, but has been created by humans through social interaction, and is constructed discursively, through language. Language is not merely a transparent medium that reflects or directly represent a pre-existing reality, but rather created the social reality that we experience. The material world does not have meaning per se - it recieves meaning through language. The thesis describes the forms that speech abouth multicultural issues has taken in official documents 1975-2006. It further present an extensive account of pedagogical research in the field of intercultural pedagogy. In the discourses on multicultural issues the most notable signs encountered are ?immigrants? (invandrare) and ?the others?. The language used to speak about national and unifying issues in modernity while the language about multicultural issues is instead a language talking about foreigners, assimilation, refugees, xenophobia, discrimination, racism and structural discrimination. It is a language talking in dichotomies, decribing reality in terms of ?we ? and ?the others?. Operating with a inclusive and exclusionary perspective on the population over a periods of 30-40 years, has thus created and shaped an inherited habit of thinking and talking, using notions that have become part of basic social structures. Finally, the thesis describes some points of departure for exploring the core characteristics of pedagogy with intercultural aims. We live in a multicultural society that carries in its wake far-reaching changes in our life world, as well as new ways of learning from our surroundings. Within the frame of a multicultural school in a multicultural society, intercultural pedagogy with a postmodern pedagogical perspective, is without doubt the most suitable approach to tackle the issues that have arisen in our educational system today.},
  author       = {Lorentz, Hans},
  isbn         = {978-91-628-7004-1},
  keyword      = {Pedagogik,didaktik,Pedagogy and didactics,discourse analysis,Multicultural issues in education and society,social constructionism,postmodern perspective,intercultural education.,Samhällsvetenskaper,Social sciences},
  language     = {swe},
  pages        = {231},
  publisher    = {Department of Education, Lund University},
  school       = {Lund University},
  title        = {Talet om det mångkulturella i skolan och samhället - En analys av diskurser om det mångkulturella inom utbildning och politik åren 1973-2006 (Multicultural issues in education and society: an analysis of discourses on multicultural issues in education and politics in the period 1973-2006)},
  year         = {2007},
}