The struggle for the subjects: Reactions on the Swedish High School reform Gy 2007

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The struggle for the subjects: Reactions on the Swedish High School reform Gy 2007

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Publication Bachelor thesis
Title The struggle for the subjects: Reactions on the Swedish High School reform Gy 2007
Author(s) Wernersson, Anders
Date 2006-02-03
English abstract
The study is based on contributions to discussion that was published on the homepage of the Swedish National Agency for Education (Skolverket). It examine reactions on the proposals for the Social Science program. The proposal to put together philosophy and psychology in to a single subject was criticized on administrative grounds (problems with assessment, teacher competence etc). The two subjects were also considered to be to different in method, content and history. The result is in line with Andy Hargreaves concept of forced collegiality and Lindes concept of subject specific code. The proposal to increase hours for religious studies (religionskunskap) was criticized from different viewpoints. Religious studies was accused of being to unscientific bound to theological discourse. Its curricula was blamed of being to wide intruding on other subjects, and the teachers competence to educate their pupils in ethics were put in to question. The the proposal to decrease hours for philosophy was criticized on the ground that the subjects curricula was strongly connected to the official goals of the Social Science program. The proposal to decrease hours for psychology was criticized by appeling to its popularity among pupils and that its knowledge was important to satisfy basic human needs. The study discovered a tendency among teachers to classify their own subject in relations to other subjects.
Swedish abstract
Arbetet är en källstudie över inlägg publicerade på skolverkets hemsida. Studien undersöker reaktioner gentemot förändringar i det samhällsvetenskapliga programmet gällande ämnena religionskunskap, filosofi och psykologi. Skolverkets förslag att slå samman filosofi med psykologi kritiserades utifrån administrativa problem. Ämnena ansågs dessutom vara alltför olikartade för att slås ihop med hänsyn till deras vetenskapliga metoder, innehåll och historik. Resultatet är i linje med Lindes begrepp ämnesprofessionell kod och Hargreaves begrepp påtvingad kollegialitet. Religionskunskapens förstärkta ställning och filosofin och psykologins försvagade ställning kritiserades utifrån en mängd olika synvinklar. Religionsämnets vetenskaplighet och konfessionslöshet ifrågasattes. Kursplanen i religion kritiserades för att vara alltför omfattande, och religionslärarnas kompetens att undervisa i etik ifrågasattes. Filosofin försvarades utifrån dess nära koppling till styrdokument, och psykologin försvarades utifrån mänskliga behov och intresse. Studien fann en stark vilja bland lärarna att avgränsa sina egna ämnen gentemot andra ämnen.
Publisher Malmö högskola/Lärarutbildningen
Language swe (iso)
Subject(s) school reform, code, framing, classification, forced collegiality
Handle http://hdl.handle.net/2043/1980 (link to this page)

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