Globalisering, interkulturella relationer och global rättvisa som utbildningspolitiskt problem

Abstract

The aim of this thesis is to clarify different ideas about cultural relations expressed in Swedish curriculum, and potential consequences they may have for children and young people to participate as peers in social and public life. Located at intersection of a (neo)pragmatic curriculum theory tradition and cultural studies/critical pedagogy, ambition with study is two-folded: (1) to clarify theoretical conditions for cultural relations from an ethnocentric, global, and multicultural perspective and (2) to elucidate and describe curriculum historical preconditions for cultural relations. In relation to perspectives and analytical tools developed in paper I-III, investigations show that cultural thinking in education rests on a liberal and humanistic view with a polite response and a neutral approach that never seems to exceed comfort zone. A central finding is that there is a need to examine priviliged position further. The study also demonstrates how nature of cultural thinking has changed over time. Based on dominant conceptions four discourses during 1962-2008 are distinguished: A National Discourse in 60's, a Rational Discourse in 70's, a Cultural Discourse in 80-90's and a Pluralistic Neo-national Discourse in 90-00's. The main conclusion is that despite different rationality thinking never goes beyond a non-defined and unarticulated we and a designated, labelled and well-defined them. The Swedish curriculum is a curriculum of othering that hardly provides basis for relations where children and young people can participate as peers. To achieve a more reciprocal relationship, over-recognition of the others needs to be toned down, and special status of privileged position has to be analyzed in greater extent.