ABSTRACT

This article explores representations of problems regarding citizenship in changes to the syllabi of social studies and history in Swedish secondary schools between 1970 and 2017. Previous research has shown that the general educational discourse changed from an emphasis on the societal needs of committed citizens to an emphasis on the individual’s ability to cope in a rapidly changing society in the end of the twentieth century. This study contributes to this research by exploring the impact of these discursive changes on individual school subjects. The study shows that changes in social studies and history syllabi even preceded changes previously seen in overall educational discourse regarding individualisation. While changes to the social studies syllabi have developed very closely to the overarching educational discourse in changing socialisation to be more suitable for an individualised society, changes to the history syllabi appear to have been more geared towards subjectification.

摘要

本文探讨了1970年至2017年瑞典中学社会学和历史课程大纲变更中与公民身份有关的问题。以前的研究表明，一般教育话语已从强调忠实公民的社会需求转变为强调在二十世纪末，个人应对瞬息万变的社会的能力。本研究通过探索这些话语变化对个别学校科目的影响，为这项研究做出了贡献。该研究表明，社会研究和历史教学大纲的变化甚至早于以前在关于个性化的整体教育论述中看到的变化。