Synen på idealelever i Pedagogisk tidskrift 1945-1962 utifrån en differentierande och exkluderande pedagogisk diskurs

by Jönsson, Jon

This essay aims to discover a descriptive view on the ideal pupile in the eyes of a differentiating and excluding pedagogic discourse in a swedish pedagogic forum called Pedagogisk tidskrift 1945-62. The articles in the forum have been analysed through the usage of an abductive discoursive method for analysis. The results were that this discourse had a language including different terms concerning production, segregation, discrimination, controlling, hygienic, fostering and obedience, and that the ideal pupile was supposed to be guided to his or her correct place according to these terms in the structure of the society. The pedagogs in this discourse described their roles as to foster the pupiles to a correct way of living that improved their results in different subjects in the institution of the school. The roles in the school as an institution were thereof the character of master-apprentice rather then that of pedagog-student or teacher-student, and in this relationship between the roles no discussion about student-centered education, with regards of the students wellbeing, occured. The essays key words: pedagogic discourse and ideal pupile. Uppsatsens nyckelord: pedagogisk diskurs och idealelev. 2 Innehåll I 1. INLEDNING..........................................................................................................................5 1.1. Problembakgrund............................................................................................................5 1.2. Historievetenskaplig relevans.........................................................................................8 1.2.1. Problematisering................................................................................................8 1.2.2. Forskningsläge....................................................................................................9 1.3. Centrala begrepp och definitioner.................................................................................11 1.4. Problemformulering......................................................................................................12 1.5. Syfte................................................................................................................................12 1.6. Frågeställning................................................................................................................13 1.7. Avgränsningar...............................................................................................................13 1.8. Disposition.....................................................................................................................13 II 2. METOD................................................................................................................................15 2.1. Material.........................................................................................................................15 2.2. Källkritik........................................................................................................................15 2.3. Tillvägagångssätt..........................................................................................................16 2.3.1. Sökning efter tidigare forskning....................................................................16 2.3.2. Urval...................................................................................................................17 2.3.3. Diskursanalys...................................................................................................17 III 3. TEORI...................................................................................................................................19 3.1. Synsätt på elever i relation till habitusbegreppet...........................................................19 3.2. Den differentierande och exkluderande pedagogiska diskursen om en idealelev..........20 3 IV 4. KONTEXT...........................................................................................................................21 4.1. Kontextens tillkomst inför den undersökta perioden med tillhörande utgångsförutsättningar för synsätt på idealelever 1945-1962..............................................21 V 5. EMPIRI &