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Så nära men ändå så långt ifrån: En kritisk diskursanalys av åtta pedagogers utsagor gällande deras erfarenheter av att arbeta på skolor med grundsärskola och grundskola
Stockholm University, Faculty of Social Sciences, Department of Special Education.
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
So close yet so far away : A critical discourse analysis of the statements from eight educators regarding their experiences of working in schools with both compulsory school and compulsory school for pupils with learning disabilities (English)
Abstract [sv]

Syftet med denna studie är att genom åtta pedagogers utsagor gällande sina erfarenheter av att arbeta på skolor med både grundsärskola och grundskola belysa några av de diskurser som pedagogerna rör sig inom och utifrån dessa lyfta ableism i en svensk skolkontext. Våra frågeställningar är: Vilka diskurser framkommer i pedagogernas utsagor? Vilka tecken på ableism finns i diskurserna?

Examensarbetets teoretiska ramverk är ableism och diskursanalys. Datainsamlingen skedde genom intervjuer med fyra pedagoger i grundsärskolan och fyra pedagoger i grundskolan. Som metod användes Faircloughs kritiska diskursanalys och sammanfattningsvis framträdde sju diskurser: diagnos-, normalitets-, läroplans-, marginaliserings-, inkluderings-, kategoriserings- och värdegrundsdiskurs. Vi fann tecken på ableism i diskurserna och dessa sätts i en samhällelig kontext.

Abstract [en]

Through statements from eight educators regarding their experiences of working in schools with both compulsory school and compulsory school for pupils with learning disabilities, the purpose of this study is to elucidate some of the discourses and on the basis of these illuminate ableism in a Swedish school context. Our questions are: What discourses appear in the educators statements? What signs of ableism are in the discourses?

The theoretical framework of the thesis is ableism and discourse analysis. The data collection was conducted through interviews with four educators in compulsory school for pupils with learning disabilities and four educators in compulsory school. Fairclough’s critical discourse analysis was used as a method and, in summary, seven discourses emerged: diagnosis, normality, curriculum, marginalization, inclusion, categorization and fundamental values discourse. We found indications of ableism in the discourses and put them in a social context.

Place, publisher, year, edition, pages
2019. , p. 41
Keywords [en]
Intellectual disability, compulsory school for pupils with learning disability, ableism, critical discourse analysis
Keywords [sv]
Intellektuell funktionsnedsättning, grundsärskola, ableism, kritisk diskursanalys
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:su:diva-178527OAI: oai:DiVA.org:su-178527DiVA, id: diva2:1390367
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Examiners
Available from: 2020-02-04 Created: 2020-01-31 Last updated: 2020-02-04Bibliographically approved

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CiteExportLink to record
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