Med livet på schemat. Om skolämnet livskunskap och den riskfyllda barndomen
(2011)- 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) - 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)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/1782660
- author
- Löf, Camilla LU
- 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
- 2011
- type
- Thesis
- publication status
- published
- subject
- keywords
- demokrati, hälsa, livskunskap, värdegrund, kritisk diskursanalys, barndsomssociologi, etnografi, skola
- pages
- 228 pages
- publisher
- Malmö högskola
- defense location
- Sal D 138, Lärarutbildningen, Nordenskiöldsgatan 10, Malmö högskola
- defense date
- 2011-03-02 10:15:00
- 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
- 2016-04-01 13:14:07
- date last changed
- 2020-03-19 10:55:51
@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 & 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}},
keywords = {{demokrati; hälsa; livskunskap; värdegrund; kritisk diskursanalys; barndsomssociologi; etnografi; skola}},
language = {{swe}},
publisher = {{Malmö högskola}},
title = {{Med livet på schemat. Om skolämnet livskunskap och den riskfyllda barndomen}},
url = {{http://hdl.handle.net/2043/11630}},
year = {{2011}},
}