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Governmentality and Psychological Strain in a Participatory Educational Paradigm: Conceptualising School Policy Discourse on Pupil Participation in the Swedish Upper Secondary School

Collin, Madeleine LU (2018) SOLM02 20181
Department of Sociology of Law
Abstract
The aim of this thesis is to gain a deeper understanding of pupil participation from the perspective of psychological wellbeing through analysing school policy discourse related to the reformation of the Swedish upper secondary school in 2011 (Gy11) and interviews with Swedish upper secondary school counsellors. Participatory learning is part of a new educational paradigm and coincides with Article 12 of the Convention on the Rights of the Child, the child’s right to be heard. The welfare and rights of children are profound parts of the Swedish educational agenda but recent developments indicate a deterioration in the psychological wellbeing amongst Swedish adolescents. By conducting a Foucauldian discourse analysis and qualitative... (More)
The aim of this thesis is to gain a deeper understanding of pupil participation from the perspective of psychological wellbeing through analysing school policy discourse related to the reformation of the Swedish upper secondary school in 2011 (Gy11) and interviews with Swedish upper secondary school counsellors. Participatory learning is part of a new educational paradigm and coincides with Article 12 of the Convention on the Rights of the Child, the child’s right to be heard. The welfare and rights of children are profound parts of the Swedish educational agenda but recent developments indicate a deterioration in the psychological wellbeing amongst Swedish adolescents. By conducting a Foucauldian discourse analysis and qualitative interviews with school counsellors in the Swedish upper secondary school and extending the Job-Demand-Control model by Karasek and Theorell with the Foucauldian concept of disciplinary power, the author suggests that active participatory learning approaches and the language they entail may be productive in terms of constructing responsible and active citizens. Pupil participation does, however, also involve aspects of demoralisation and strain through self-regulating technologies and governmentality, which may cause a deterioration in perceived psychological wellbeing. (Less)
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author
Collin, Madeleine LU
supervisor
organization
course
SOLM02 20181
year
type
H2 - Master's Degree (Two Years)
subject
keywords
adolescent health, foucauldian discourse analysis, governmentality, gy11, job-demand-control, Karasek & Theorell, pupil participation, Swedish upper secondary school, the child’s right to be heard
language
English
id
8948497
date added to LUP
2018-06-25 13:31:46
date last changed
2018-06-25 13:31:46
@misc{8948497,
  abstract     = {{The aim of this thesis is to gain a deeper understanding of pupil participation from the perspective of psychological wellbeing through analysing school policy discourse related to the reformation of the Swedish upper secondary school in 2011 (Gy11) and interviews with Swedish upper secondary school counsellors. Participatory learning is part of a new educational paradigm and coincides with Article 12 of the Convention on the Rights of the Child, the child’s right to be heard. The welfare and rights of children are profound parts of the Swedish educational agenda but recent developments indicate a deterioration in the psychological wellbeing amongst Swedish adolescents. By conducting a Foucauldian discourse analysis and qualitative interviews with school counsellors in the Swedish upper secondary school and extending the Job-Demand-Control model by Karasek and Theorell with the Foucauldian concept of disciplinary power, the author suggests that active participatory learning approaches and the language they entail may be productive in terms of constructing responsible and active citizens. Pupil participation does, however, also involve aspects of demoralisation and strain through self-regulating technologies and governmentality, which may cause a deterioration in perceived psychological wellbeing.}},
  author       = {{Collin, Madeleine}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Governmentality and Psychological Strain in a Participatory Educational Paradigm: Conceptualising School Policy Discourse on Pupil Participation in the Swedish Upper Secondary School}},
  year         = {{2018}},
}