Democracy lessons in market-oriented schools: The case of Swedish upper secondary education
2013 (English)In: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 8, no 2, 201-213 p.Article in journal (Refereed) Published
Based on recent ethnographic research, this article explores young people’s opportunities of formal and informal democracy learning and expressions of such learning in the highly market-influenced Swedish upper secondary education. With its ambitious democracy-fostering goals and far-reaching marketisation, Swedish education constitutes an interesting case in this respect. The analysis indicates that ‘voting with the feet’ emerges as an important way of exerting student influence. At the same time, young people’s voice is surprisingly neglected in classroom practice. Increased focus on performance and goal attainment tends to overshadow less ‘rewarding’ aspects of the curriculum, such as democracy teaching and learning, both from the side of teachers and students. Students are also increasingly expected to act as school representatives and to avoid giving negative impressions of their school.
Place, publisher, year, edition, pages
London: SAGE Open, 2013. Vol. 8, no 2, 201-213 p.
Citizenship, democracy learning, influence, market orientation, Swedish upper secondary school
Research subject educational work
IdentifiersURN: urn:nbn:se:umu:diva-71243DOI: 10.1177/1746197913483684OAI: oai:DiVA.org:umu-71243DiVA: diva2:622899
ProjectsGymnasiet som marknad
FunderSwedish Research Council, 2007-3579