Låt oss prata om det gemensamma : En idealtypsanalys av sociala institutioner och medborgarskapsideal i skolan

Sammanfattning: For a long time the discourse and orientation of Swedish school research has been focused on rights and democracy as a process, at the expense of the common or the cultural mechanisms that are important for a solid society. The result of the current research has led to this master’s thesis which aims to investigate if the Swedish elementary curriculum is able to reproduce the components that unite the people within a society, what can be referred to as the common. The aim is also to investigate what kind of citizenship ideals the Swedish elementary curriculum is expressing and intended to be implemented. The theoretical framework for this master thesis is liberal and communitarian citizenship and social institutions. The liberal focus on the individual and her relationship towards the state is opposed to the communitarian focus on the common and its social components. The method applied is ideal type analysis which means that an ideal is being designed and the studied object is being compared to the ideal. In this thesis the ideal consists of social institutions, and all the elementary curriculums since 1878 is being compared to this ideal.The result of the ideal type analysis is that social institutions exist in all studied documents but to varying degrees and with varying content and clarity in what is intended. The first governing documents were not very comprehensive and relatively general in their formulations which also is the case of the curriculums from 1962 and onwards. From the breakthrough of parliamentarianism to 1969, the governing documents became much more elaborate and clearer in which citizenship ideal was reproduced and much more open with its intention to reproduce social institutions. Thereafter, the presence of cultural institutions have decreased and the citizenship ideal has moved towards a more liberal ideal. The research provides different answers to why a certain curricula lack social institutions. It is quite possible that the first normal plans were not intended to engage in citizen education. The curricula that constituted the governing document for the modern elementary school may have diffuse formulations and fewer traditional elements because the Swedish school system has become more focused transferring knowledge and not foster. It is not always clear what citizenship ideal the curriculums express. The conclusion is that from 1878 to 1955 the curriculums, with some reservations for guesses, had the intention to implement communitarian citizenship. The curricula of 1962, 1969, 1980 and 1994 are more or less instances of liberal communitarianism. Today's curriculum is very liberal in its discourse, although it may be that citizenship education is not a purpose. It may be that today's primary school is entirely aimed at transferring knowledge and not fostering, which comes with risks