More than a matter of qualification: Teachers’ thoughts on the purpose of social studies and history teaching in vocational preparation programmes in Swedish upper-secondary school

Anders Persson,Mikael Berg

doi:10.1177/20471734211067269

Anders Persson, Mikael Berg

Open Access

https://doi.org/10.1177/20471734211067269

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Abstract

The aim of this article is to increase our understanding of how history and social studies teachers in vocational preparation programmes (VET) in Sweden relate to the obligation of preparing students for their future lives as citizens. Previous research on VET programmes has primarily emphasised predetermined roles of education. Different critical perspectives have established how different VET practices contribute to reproducing specific values and a type of knowledge that leaves less room for students to act as independent subjects. In part, the findings of this article contribute to problematising such a description. In a series of interviews, teachers expressed what can best be described as a clear will to prepare students for a future as broadminded and tolerant citizens. The multi-perspective approach emphasised by these teachers not only illustrates the socialisation and qualification functions of education, it also gives prominence to the importance of student subjectification. Furthermore, this article stresses that the teachers do not view the question of the purpose of their subjects in terms of either/or. Rather, it suggests they see their obligations as a matter of professional judgment and customised responses to unique didactic situations.

Highlights

The vocational student and society – more than a matter of qualificationWhat purpose do schools have? In an international comparison, Sweden invests a great deal of resources on vocational upper-secondary education
Are vocational programmes taught in Swedish upper-secondary schools alongside the more traditional “academic” curriculum, but since 1994, these programmes have been three years long and because of their theoretical elements, they can grant eligibility for higher education
Former studies have instead emphasised the predetermined, normative and socialising nature of citizenship education. Much of this previous research (e.g. Leeman and Volman, 2021; Wildemeersch et al, 2020) seems to be based on predetermined definitions of the purpose and goals of education – and with such critical perspectives in place, these earlier studies have created an interpretation that suggests vocational preparation programmes (VET) practices contribute to the reproduction of specific values and a type of knowledge that leaves less space for students to act as independent subjects (Ledman, 2015; Nylund et al, 2020; Odenstad, 2010)

Summary

Introduction

Sweden invests a great deal of resources on vocational upper-secondary education. The reason for this is largely economic (Ledman, 2014; Rosvall, 2020). Are vocational programmes taught in Swedish upper-secondary schools alongside the more traditional “academic” curriculum, but since 1994, these programmes have been three years long and because of their theoretical elements, they can grant eligibility for higher education. [–-] Students should develop their ability to think critically, examine facts and relationships, and appreciate the consequences of different alternatives. By these means students will come closer to scientific ways of thinking and working. By these means students will come closer to scientific ways of thinking and working. (Skolverket, 2011, p. 3–4)

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