Discourses of Education and Constitutions of Class: Public Discourses on Education in Swedish PBS Television

Autor/in	Reimers, Eva
Titel	Discourses of Education and Constitutions of Class: Public Discourses on Education in Swedish PBS Television
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 35 (2014) 4, S.540-553 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2013.871228
Schlagwörter	Foreign Countries; Public Television; Discourse Analysis; Neoliberalism; Equal Education; Social Class; School Choice; Compulsory Education; Postmodernism; Programming (Broadcast); Social Mobility; Gender Differences; Rural Urban Differences; Educational Change; Public Education; Elementary Secondary Education; Sweden + Suchen Sie Ihr Suchwort? Ausland; Öffentliches Fernsehen; Diskursanalyse; Neo-liberalism; Neoliberalismus; Social classes; Soziale Klasse; Choice of school; Schulwahl; Schulpflicht; Postmoderne; Programmgestaltung; Soziale Mobilität; Geschlechterkonflikt; Stadt-Land-Beziehung; Bildungsreform; Öffentliche Erziehung; Schweden
Abstract	Drawing on post-structural perspectives and analysis of television programs on education, the article investigates the public educational discourse in Sweden. It shows how a dominant neoliberal educational discourse is articulated together with a discourse of equal education, where the two discourses influence and subvert each other so that neither becomes totally hegemonic. Taking as its point of departure the neoliberal emphasis on the individual, especially as it relates to school choice and to the significance of class for educational success, the analysis focuses on the constitution of classed positions. The study reveals constitutions of class in which race, place, gender, economy and agency are intertwined, such that the schools and the students are attributed both different statuses and different subject positions in terms of future economic trajectories. The conclusions drawn are that, in the public conversation about the organization and goal of compulsory education, it is important to be aware of the discursive and political contexts in which the discussions take place. It is also important to realize that class matters in the educational assemblage in the form of economic subjectivities constituted in a web of intersecting notions about differing preconditions and outcomes of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10