Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Leva och lära demokrati?: En etnografisk studie i två gymnasieprogram
Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
2012 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
Live and learn democracy? : An ethnographic study in two upper secondary school programs (English)
Abstract [en]

The aim of this study is to acquire knowledge regarding democratic education in upper secondary school programmes with different gender and social class profiles. It covers the teaching in and about democracy, pupils’ power-positions and their attempts to affect routine school activities. A particular focus of attention was processes of influence, through which the pupils themselves pursue issues in school. The analysis is based on theories and previous research focused on gender and class perspectives of fostering democracy. Basil Bernstein’s theories regarding power, control and pedagogic codes, in combination with feminist theories (principally those of Arnot, Reay, Skeggs, Gordon and Walkerdine), form the basis of the theoretical framework. Ethnographic methods have been applied, including participatory observations, conversations, interviews, and analysis of relevant documents over one academic year. Two Swedish upper secondary school classes were followed: one from the vocational Child and Recreation Programme and one from the academic Natural Science Programme. Teaching students about democracy and invitations for them to exert influence appeared generally to be unplanned and were marginalised in school. The few invitations that occurred had an individual stamp and focused on pupils’ choices, responsibilities and duties, rather than on their rights in school. Democracy was presented in the form of facts about formal democracy and formal participation in democracy in the future, while a more critical   attitude and possible influence strategies for youths were marginalised. Pupils in both classes wished and attempted to influence teaching, primarily through informal means. There were, however, significant differences between the classes in what they were able to influence. Analysis of pupils’ voices in relation to the pedagogic context revealed that the power relationships in these influence processes depend partly on the focal academic subject. More   importantly, they also differ between the upper secondary school programs, which differ in strength of classification (sensu Bernstein), demands, pace and difficulty levels. These   differences are related, in turn, to whether the programmes are intended to prepare the pupils for higher education and/or a vocation after school. Generally, the Child and Recreation pupils exerted influence more successfully when they wished to reduce the pace and difficulty of lessons than when they wished to get more out of their education, while the opposite applied to the Natural Science class. Who had influence over what was principally   related to the programmes’ gender and class profiles and the pupils’ expected positions in society.

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 2012. , 224 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 50
Keyword [en]
Pupil influence, pupil voice, democratic education, democracy fostering, Swedish upper secondary school, gender, class
Keyword [sv]
Demokratifostran, demokratiundervisning, elevinflytande, gymnasieskola, könsperspektiv, klassperspektiv
National Category
Pedagogical Work Educational Sciences
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-62757ISBN: 978-91-7459-514-7 (print)OAI: oai:DiVA.org:umu-62757DiVA: diva2:578685
Public defence
2013-01-18, Naturvetarhuset, N320, Umeå universitet, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Projects
Ett aktivt medborgarskap? Om demokratifostran i gymnasieskolan
Funder
Swedish Research Council, VR 2006-2694
Available from: 2012-12-21 Created: 2012-12-17 Last updated: 2015-02-05Bibliographically approved

Open Access in DiVA

fulltext(2837 kB)2211 downloads
File information
File name FULLTEXT01.pdfFile size 2837 kBChecksum SHA-512
7b375b650d6e4c0c21ec663d9f5822a1fc3aa108c893155275b0c24f3e14e6fbac3734b0c075b615cc3ea4c9cc65f0bf6716cb5d072be9de7e674631af17ff0c
Type fulltextMimetype application/pdf
spikblad(111 kB)15 downloads
File information
File name SPIKBLAD01.pdfFile size 111 kBChecksum SHA-512
b17b27ca4a10f4749d14c77d6648864c394efb219cf6950cac84d1f0280fce69f4d9dbc1ccf1eca18250901ccc0c845b8938977d2dadb7fb8fcc8bb1be0aeeaf
Type spikbladMimetype application/pdf

Search in DiVA

By author/editor
Hjelmér, Carina
By organisation
Child and Youth education, Special Education and Counselling
Pedagogical WorkEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 2211 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 4669 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf