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Discursive tensions in late modern society: on education and work for people with intellectual disabilities in Sweden
Umeå University, Faculty of Social Sciences, Department of Education.
Högskolan Väst.
Umeå University, Faculty of Social Sciences, Department of Social Work.
2015 (English)In: European Journal of Social Education, ISSN 1810-4789, no 26-27, 118-136 p.Article in journal (Refereed) Published
Abstract [en]

The article problematizes the way late modern society has contributed to discursive tensions in the welfare state services for people with intellectual disabilities in Sweden. We illustrate how disability practices, such as educational systems and work-life arrangements for people with intellectual disabilities, are characterized by an institutional ambiguity following the institutional logic of the welfare state. By relating to a broader societal perspective, it is argued that the choices of lifestyle among young people with intellectual disabilities are closely linked to the notion of late modern society and its demands for flexibility and constant re-creation of identities. This paradox highlights a challenge for special programme schools as well as disability care organizations, since the dual identity of belonging to both the client category and to an identity constructed through belonging to the civil society characterizes the young generation of persons with ID.

Place, publisher, year, edition, pages
2015. no 26-27, 118-136 p.
Keyword [en]
normality, identity, people with intellectual disabilities, school, working life
National Category
Social Work Pedagogy
URN: urn:nbn:se:umu:diva-86731OAI: diva2:703275
Available from: 2014-03-06 Created: 2014-03-06 Last updated: 2016-05-26Bibliographically approved

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Ineland, JensSauer, Lennart
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