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Agents and Subjects: schooling and Conceptions of Citizenship in Nineteenth-Century Sweden
Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.ORCID iD: 0000-0001-8077-6578
2019 (English)In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 48, no 3, p. 297-316Article in journal (Refereed) Published
Abstract [en]

This article aims to analyse how the emerging Swedish school system in the early nineteenth century can be understood within the context of a gradual break-up of the estate society and its replacement with a class society in which citizenship was an important foundation. This is done through the discussion of the conceptions of citizenship on two levels. The first is the national level, focusing the national debate on education, and the second is the local level, investigating the local schools and the school setting. The main result is that the conceptions of citizenship in the school context were formed along two major lines: an inclusive social and civil citizenship and an exclusive, active and political citizenship. Consequently, the emerging Swedish school system simultaneously fostered these two citizenship conceptions, which coexisted in an educational system that was able to cast pupils as either subjects (comprehensive citizenship) or agents (designated citizenship).

Place, publisher, year, edition, pages
Routledge, 2019. Vol. 48, no 3, p. 297-316
Keywords [en]
Citizenship, Gender, Class, School system
National Category
History Pedagogy
Research subject
History; history of education
Identifiers
URN: urn:nbn:se:umu:diva-153612DOI: 10.1080/0046760X.2018.1541482ISI: 000461870600002OAI: oai:DiVA.org:umu-153612DiVA, id: diva2:1265513
Funder
Swedish Research Council, 721-2013-1228Available from: 2018-11-23 Created: 2018-11-23 Last updated: 2019-04-23Bibliographically approved

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Karlsson Sjögren, Åsa

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CiteExportLink to record
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Citation style
  • apa
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More styles
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Output format
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