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Swedish progressive school politics and the disciplinary regime of the school 1946-1962: a genealogical perspective
Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för barn, unga och samhälle (BUS).
2012 (engelsk)Inngår i: Paedagogica historica, ISSN 0030-9230, E-ISSN 1477-674X, Vol. 49, nr 2, s. 217-235Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article examines the vision of the Swedish comprehensive school reform between 1946–1962 as it pertains to the ever-troubling questions of discipline and order in school. Inspired primarily by the work of Michel Foucault and his genealogical perspective, the article problematises the notion that character formation and school discipline during this period underwent a radical democratic transformation, and that this was the successful result of a progressive political agenda. This account of school discipline is shown to be problematic since it conceals a complex and even ironic historical process, where a disciplinarian discourse in school lingered and even widened and deepened disciplinary practice during the period.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2012. Vol. 49, nr 2, s. 217-235
Emneord [en]
school discipline, post World War II, Foucault, historical theory, genealogy, power, Sweden
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Identifikatorer
URN: urn:nbn:se:mau:diva-3319DOI: 10.1080/00309230.2012.725841ISI: 000326352100001Scopus ID: 2-s2.0-84875946590Lokal ID: 14856OAI: oai:DiVA.org:mau-3319DiVA, id: diva2:1400120
Tilgjengelig fra: 2020-02-28 Laget: 2020-02-28 Sist oppdatert: 2024-02-05bibliografisk kontrollert

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