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Central intention och lokal verklighet: pedagogisk implementering av ett centralt utarbetat målprogram : en fallstudie
1982 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

The basis for this study is a pre-school educational program drawn up by the 1968 Pre-school Committee. The program was tested in five municipalities but this study is concerned with only one of these, namely Smalltown. The experiment in Smalltown, which was confined to three day-care centres, was discontinued prematurely by the municipal authorities, though the funds and the staff necessary for a continuation were available. The study describes and endeavours to explain the interaction between the people involved when an experiment is initiated, takes shape and is concluded. No explicit hypotheses are tested within the compass of the study. The essential points are the simple question “What happened in the course of the experiment?” and the explanatory answers which are given to this question. The thesis is based on detailed interviews with project leader, politicians, administrative officers, day-care centre staff and parents. The interviews are interpreted with the aid of ten assumptions concerning social change based on the theory of the sociology of knowledge and the theory of symbolic interactionism.

The following circumstances seem to have influenced the process of implementation in Smalltown:

The majority of the participants had initially felt no need for any educational change in the child-care system. The participants’ knowledge of the organizational/educational nature of the experiment and the underlying pedagogical paradigm showed considerable divergences. There were divergencies of opinion between the active participants (project leader and day-care centre staff) and the passive participants (politicians and administrative staff) concerning the nature of a relevant result of the experiment. No analysis of the total social context of the child-care scheme in Smalltown was undertaken in connection with the educational experiment. Consequently only the day-care staff were expected to make changes while the functions and importance of the other groups involved were overlooked.

The general conclusions of the study are that when a policy drawn up at central government level is to be implemented in educational practice, the aim and purposes should be expressed as unambiguously as possible, thus making it possible to co-ordinate method, educational efforts and local decisions and to make them appenar consistent with this aim and what underlies it. The practical implementation of educational theory takes place in a social setting containing status hierarchies, power structures and institutionalized types of behaviour. Unless these factors are considered the experiment may be slowed down or arouse passive resistance because it is felt a presumptive threat.

In Swedish with an English summary.

Place, publisher, year, edition, pages
Stockholm: LiberFörlag , 1982. , p. 236
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-174927Libris ID: 7267755ISBN: 9138600269 (print)OAI: oai:DiVA.org:su-174927DiVA, id: diva2:1360657
Public defence
1982-10-15, Hörsal 2, hus A, Frescati, Stockholm, 10:00
Note

With an English summary

Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-14Bibliographically approved

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  • apa
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