In this article, ideological tranformations within the Swedish Christian Democratic party throughout the past years is analyzed. This is done in comparison with previous research on the ideological character of the party from the 1960's to the early 2000's. The party's ideology is analyzed with a two dimensional model, i.e., universalism -- particularism & confessionalism -- secularism. These two dimensions are derived from the ideological debate within the Dutch CDA during the 1990's, a party that has operated in a similar context as the Swedish Christian Democrats have. Based on the two dimensions speeches & op-ed articles by the party leadership is analyzed. The conclusion is that the Swedish Christian Democrats has moved from a position of a strong Christian inspiration to a more secular direction, & that the party also has moved from strong universal beliefs to less universal & more particularistic beliefs. Adapted from the source document.
Marianne Jelved: Norden og Europa. Jean-François Battail : Nordisk särart och internationellt utbyte - något om kulturmötens villkor. Matti Klinge: Omkring det falska i nordismen. C.G. Bjurström: En översättares syn på språken. Guðrún Pétursdóttir: Nordisk identitet - hva er det og skal det bevares?. Lars-Henrik Schmidt: Den naturlige identitetsfølelse mellem nordisk kultur og europæisk civilisation. Jørn Boisen: Fra universalisme til protektionisme? : fransk sprogpolitik i et historisk perspektiv. Jaakko Lehtonen: "Mera än ord" - nordiska språk och kulturer i den europeiska dialogen. Geirr Wiggen: Det nordiske språkfellesskapet : språksosiologiske vilkår og framtidsutsikter. Ástráður Eysteinsson: Translation and cultural borders. Uffe Andreassen: Nordisk og fransk mentalitet.
The study examines the European coverage in four leading Nordic newspapers during two periods in 1993 and in 1996. During the first period, three countries were negotiating for membership in the European Union. During the second period, work on a new European Constitution was ongoing, to be negotiated by the Intergovernmental Conference at the end of the period. Two of the applicant countries, Finland and Sweden, were then members of the union since Jan 1, 1995. Voters in the third country, Norway, opted to stay outside the union. Norway is, however closely linked to the union by the previous EEA agreement. Finally, the fourth country, Denmark, had limited its longstanding membership in four important areas. Results of the main study in 1993 indicate a great difference in the degree of Europeanness of the coverage of European affairs, as indicated by the share of European issues, sources, players, institutions etc. The Danish paper, the Politiken, was on all counts genuinely European in its coverage. This could, to begin with, be understood in terms of a relational context - Denmark was a member of the European Community, the other countries were not. In 1996, as could be expected, the Norwegian paper, the Aftenposten, reduced its coverage of European affairs to about half the previous volume, the Finnish and Swedish papers, the Hufvudstadsbladet and the Dagens Nyheter, increased their volumes to new highs. The Danish paper maintained its previously comparatively high volume of European coverage, and was still distinctly more European in its outlook on transnational politics. This could be understood in terms of a new Maturity proposition - it may take a long time for the national media to come to terms with a new political environment. The study also puts forward the proposition that Danish political culture requires a different coverage of European affairs, and also requires an opportunity to discuss and evaluate European politics. On a theoretical level, the study supports the idea that national experience, historical and relational contexts influence media content. National agendas powerfully determine the orientation of transnational political communication . Three in-depth studies by and large confirm results from the content analysis. A separate exercise inspired by Grounded Theory gives rise to three theoretical concepts that seem to be fundamental dimensions of European political communication: Legitimacy (media coverage contributes to status conferral and encourages deliberation of cooperation as an idea), Participation (media coverage as expressions of intrinsical and instrumental motives for joining and taking responsibility towards European cooperation), and Mondialization/Universalism (media coverage of Europe's efforts in the global arena) ; digitalisering@umu
Based on a poststructural discourse-theoretical perspective, the aim of this thesis is to critically examine the construction of the Swedish compulsory school's democratic education and its consequences for the teacher subject, in educational policy texts. Set against the backdrop of what is commonly referred to as a crisis of democracy, the study takes its point of departure in changes in educational politics in recent decades and the new national curriculum for the compulsory school in 2011. The thesis uses the poststructural discourse-theory of the political philosophers Ernesto Laclau and Chantal Mouffe as its theoretical and methodological framework. Their main objective has been to revive socialist politics by suggesting a radical, plural democracy as an alternative for a new left. A number of national policy texts were chosen for the analysis. The selection covers official reports and government bills on the Education Act and on the Teacher Education Reform Act, the Education Act, the National Curriculum and a selection of documents from the Swedish National Agency for Education, ranging from 2008 to 2018. The main results show that democratic education rests on a notion of the democratic society which creates relations between a democratic universalism based on individual rights and an unspoken national homogeneity. Democratic education is constructed as a broad and complex task aiming at the fostering of democratic competence, assuring equivalent education and counteracting abusive behaviour. The impact of neoliberal policy and new public management philosophy is evident in the empirical material analysed. The study concludes that democratic education is constructed as part of a management perspective where democracy becomes the means of achieving a goal – the governed subject – which relates to pupils and teachers alike. In addition, the focus on consensus and rational thinking as well as the tendency to locate conflict resolution in the legal sphere contribute to the notion of a school free from abuse. ; I många demokratiska samhällen har skolan ett ansvar att förbereda unga människor för sin roll som demokratiska medborgare. En vanlig utgångspunkt tas i att utbildning om, genom och för demokrati är avgörande för demokratins fortlevnad. I en tid där högerpopulistisk retorik, desinformation och hot mot folkvalda hör till vardagen förefaller det viktigare än någonsin att utbilda för demokrati. Avhandlingens syfte är att kritiskt granska konstruktionen av grundskolans demokratiuppdrag och vilka konsekvenser den får för lärarsubjektet. Baserat på de politiska filosoferna Ernesto Laclaus och Chantal Mouffes poststrukturella teorier om diskurs, hegemoni och radikal demokrati konstrueras ett ramverk för att analysera ett urval av nationella utbildningspolitiska texter mellan 2009 – 2018. Tidigare forskning visar att debatten om det demokrati- och medborgarfostrande uppdraget närmar sig en marknadsliberal position och flera diskurs- eller textanalytiska studier indikerar diskurser och språkbruk som influerats av nyliberal ideologi. Resultatet från studien visar hur uppdraget tar form i relation till mål- och resultatstyrning, dokumentation och kvalitetssäkring där demokratiuppdraget tar form som en del av ett managementperspektiv. En särskild form av styrning i skärningspunkten mellan en juridisk reglering av mellanmänsklig samvaro, deliberativa samtalskvaliteter och betoningen av konsensus resulterar i att demokratiuppdraget konstrueras som den kränkningsfria skolan. Avhandlingens bidrag består i att ställa nya frågor om skolans demokratiuppdrag och belysa hur uppdraget tillskrivs mening och vilka konsekvenserna av detta blir.
