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Segregerande integrering: en studie av gymnasieskolans individuella program
Stockholm University, The Stockholm Institute of Education.
2001 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
Segregating integration : a study of the Swedish upper-secondary school individual programme (English)
Abstract [en]

The purpose of the study was to analyse the encounter between a group of "less able" pupils and the upper-secondary school individual programme. This encounter results from the educational-policy ambition to give all young people a three-year upper-secondary school education. To meet the needs of even the "weaker" pupils an alternative curriculum has been created, termed the individual programme (IV). The pedagogical configuration of this encounter was analysed from the perspective of educational sociology. The analysis is based on observations of and interviews with pupils and teachers from three different IV classes and a comparison class from a national programme. The result gives a composite picture of the teaching approach used in the IV classes. This rests on the notion of individualised teaching, i.e. the teaching should be adapted to the needs and interests of individual pupils. The starting point is also that such a goal is best furthered in fairly small groups.

The pupils' perspective emerging in the enquiry complicated the assumptions of individualised teaching. The teaching is seen by many pupils as "slack" and the advantage expected from individualising the teaching approach is seen not infrequently as the expression of negative special treatment, i.e. not being in an "ordinary class". The pupils' encounter with the individual programme is analysed using Basil Bernstein's, the British educational sociologist's, concepts of "classification" and "framing".

The individual programme can be viewed as yet one more in a series of attempts to find a political and pedagogical solution to the problems of integration and differentiation. In a special section, the study analyses the change in recruitment to the grammar/upper-secondary school. The analysis reveals tension between the struggles for integration and for differentiation. In the extension of the educational system above comprehensive level, the crucial question was how to effect differentiation in the new upper-secondary-school system. Formerly disparate secondary-school streams were integrated in the 1965 secondary school, at the same time as a differentiated school form was created - the vocational training school. With the 1970 secondary-school reform the all-embracing upper-secondary school was built. Secondary school, vocational training school and trade school were gathered in a common school. A form of integration had taken place, but the streams remained differentiated. Shortly after the 1970 secondary-school reform an enquiry was started with the chief task of achieving a more even social and sexually equitable recruitment to various upper-secondary paths. With the design of the 1991 upper-secondary school, with a block of theoretical subjects common for all national programmes, the conflict between theoretical and practical streams was bridged over. And for the pupils who did not manage the subject requirements, a study path of their own was created - the individual programme. 

Place, publisher, year, edition, pages
Stockholm: HLS Förlag, 2001. , 214 p.
Series
Studies in educational sciences, ISSN 1400-478X ; 38
Keyword [en]
upper-secondary school, individual programme, classification, framing, "slack", integration, differentiation
Keyword [sv]
Gymnasieskolan, individuella program, Sverige, 1990-talet
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-143019ISBN: 91-7656-496-7 (print)OAI: oai:DiVA.org:su-143019DiVA: diva2:1094119
Public defence
2001-05-18, 13:15 (Swedish)
Opponent
Note

Diss. Stockholm : Univ., 2001

Sammanfattning på engelska med titeln: Segregating integration : a study of the Swedish upper-secondary school individual programme

Available from: 2017-05-09 Created: 2017-05-09 Last updated: 2017-07-10Bibliographically approved

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