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Expanding Knowledge Gaps: The Function of Fictions in Teaching Materials after the 2011 Swedish High School Reform
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
2016 (English)In: International Education Studies, ISSN 1913-9020, E-ISSN 1913-9039, Vol. 9, no 4, 225-235 p.Article in journal (Refereed) Published
Abstract [en]

The aim in the study is to analyze how work with fiction is organized in six textbooks for senior high school in Sweden after the school reform 2011. Research into Swedish teaching materials has been neglected in recent years and there is a knowledge gap about how the work with fictions is affected by the reform in 2011. In the study quantitative and qualitative methods are used and Bernstein’s theories relating to horizontal and vertical discourse are applied to the empirical material. The analysis shows that work with fiction in textbooks is marginalized, particularly work with fictions created by women. The study also shows that students attending vocational programs have access to a different knowledge than students attending university preparatory programs. This is remarkable, since the learning objectives in Svenska 1, curriculum for vocational and university preparatory programs, are the same. This means that central values of equal education are eliminated after the reform, and the knowledge gap between different groups of students likely is to increase

Place, publisher, year, edition, pages
2016. Vol. 9, no 4, 225-235 p.
National Category
Didactics
Research subject
Swedish and Education
Identifiers
URN: urn:nbn:se:ltu:diva-10109DOI: 10.5539/ies.v9n4p225Local ID: 8dae9a35-7f80-49b1-aecc-cb5cc9a8d9e6OAI: oai:DiVA.org:ltu-10109DiVA: diva2:983049
Note
Validerad; 2016; Nivå 1; 20160417 (cargra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved

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CiteExportLink to record
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Citation style
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