Session Information
23 SES 08 A, Education as a Site of Struggle: Discourse and Subjectivity
Paper Session
Contribution
This paper will, in some detail, provide a critical discourse analysis (CDA) of the value base for primary education in Norway, Sweden and Denmark. As the three countries of Scandinavia share a number of characteristics, this has led to a general tendency towards regarding the three distinct school systems as one comprehensive and unified model (Aasen, 1999; Mediås, 2004; Wiborg, 2004; Telhaug et al., 2006). One of these characteristics is the notion that the Scandinavian countries stands out from other countries in Europe in terms of having national objectives for education and learning (NOU 2007: 6). These objectives provide the formal guidelines for the other legislation and steering documents, while at the same time expressing the norms and values of society. The intention in this paper is therefore to investigate how the similarities and differences between these countries can be understood analytically and which changes occur when a traditional value base faces a new, global and profane society?
Method
Expected Outcomes
References
Fairclough, N. (1995). Critical discourse analysis: the critical study of language. London/New York: Longman. Fairclough, N. (2001). Language and Power. London: Longman. 2. edition. Fairclough, N. (2010). Discourse and social change. Cambridge: Polity Press. 12. edition. KhosraviNik; M. Actor descriptions, action attributions, and argumentation: towards a systematization of CDA analytical categories in the representation of social groups. Critical Discourse Studies, volum 7, no. 1, pp. 55 – 72 Mediås, O. A. (2004). Enhetsskolens utvikling i Danmark og Norge. Aalborg: Aalborg Universitetsforlag. NOU 2007: 6 Formål for framtida – Formål for barnehagen og opplæringen Ny forskrift til Opplæringslova, 2006. Telhaug, A. O. Skolepolitikk og normative regimer. Norsk Pedagogisk Tidskrift, 2006, no. 06. Tveit, K. (2007). Formålsparagrafen - eit 150-årig uroelement. Kirke og Kultur, 2007, No. 2. Wiborg, S. (2004b). Education and Social Integration: A Comparative Study Of The Comprehensive School System in Scandinavia. London Review of Education, 2004, volum 2, no. 2. Wodak. R. (2002). The discourse-historical approach. In R. Wodak.& M. Meyer (ed.). Methods of Critical Discourse Analysis (Introducing Qualitative Methods series). Los Angeles : SAGE Wodak, R. and Fairclough, N. (2010) Recontextualizing European higher education policies: the cases of Austria and Romania. Critical Discourse Studies, volum 7, no. 1, pp. 19-40. Aasen, P. (1999). Det sosialdemokratiske prosjektet. Utdanningsreformer i Sverige og Norge i Etterkrigstiden. In A. O. Telhaug & P. Aasen (ed.), Både-og. 90-tallets utdanningsreformer i historisk perspektiv. Oslo: Cappelen Akademiske Forlag.
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