Literaturnachweis - Detailanzeige
| Autor/inn/en | Nelson, Karin Zetterqvist; Sandin, Bengt |
|---|---|
| Titel | The Politics of Reading and Writing Problems: Changing Definitions in Swedish Schooling during the Twentieth Century |
| Quelle | In: History of Education, 34 (2005) 2, S.189-205 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0046-760X |
| Schlagwörter | Educational Policy; Educational History; Educational Change; Reading Difficulties; Writing Difficulties; Reading Instruction; Writing Instruction; Dyslexia; Inclusive Schools; Foreign Countries; Sweden |
| Abstract | The purpose of this article is to relate the different scholarly views on reading and writing problems, proposed by influential agents with different research backgrounds, to the general development of participation in schooling and to educational policies in the Swedish welfare state during the 1900s. An historical perspective makes it possible to see the different versions of scholarly definitions as alternative explanatory frameworks that are present in the same time period. Competing claims exist in parallel, as this article demonstrates. An historical approach opens up an analysis of the social and political conditions under which one specific definition of children's reading and writing problems becomes possible and viable. An important question is why a certain explanatory framework, defining children's reading and writing problems in a specific way, is taken up by, and incorporated in, educational policy discourse. Scientific and scholarly knowledge of reading and writing problems in school children does not follow a linear development. In this article an interpretive frame is outlined for understanding the different definitions of reading and writing problems, in relation to societal and political changes. It is an attempt to establish a conceptual frame, which can help to understand the dynamics of changing scholarly traditions. The article is the first report from an ongoing research project. The main sources are the scholarly works--scientific writings--written by, or used by, important agents in the research field, and educational policy documents, curricula and similar governmental documents. (Contains 69 footnotes.) (ERIC). |
| Anmerkungen | Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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