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In praise of the present: the pupil at centre in Swedish educational politics in the post-war period
Department of History of Ideas, University of Gothenburg, Gothenburg, Sweden.ORCID iD: 0000-0001-5083-4546
2017 (English)In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 46, no 6, p. 768-787Article in journal (Refereed) Published
Abstract [en]

According to an influential narrative in Swedish educationalhistoriography, the Swedish educational system underwent a drastic change during the 1990s, moving towards a more individualistic and marketised system. Without denying the relevance of this perspective, this article argues that we can trace antecedents to the reforms undertaken inthe 1990s far back in post-war education policies. It maintains that the endeavour to democratise the educational system during the post waryears when radicalised, started to counteract these democratic tendencies. Applying what French historian François Hartog names ‘regimes of historicity’ as an analytical tool, it argues that a politically pertinent shift took place in the 1970s. Since then, an increasingly stronger emphasis on the present at the expense of both past and future has contributed to an undermining of the centralised comprehensive school. © 2017 Informa UK Limited, trading as Taylor & Francis Group

Place, publisher, year, edition, pages
Abingdon: Routledge, 2017. Vol. 46, no 6, p. 768-787
Keywords [en]
Presentism, pupil, equality, individualisation, Democratization
National Category
Political Science
Research subject
Smart Cities and Communities
Identifiers
URN: urn:nbn:se:hh:diva-48337DOI: 10.1080/0046760x.2017.1365952ISI: 000415017100005Scopus ID: 2-s2.0-85032371291OAI: oai:DiVA.org:hh-48337DiVA, id: diva2:1702650
Available from: 2022-10-11 Created: 2022-10-11 Last updated: 2022-10-12Bibliographically approved

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Wedin, Tomas

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  • apa
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  • nn-NB
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