Educational segregation concerns democracy and equality, since individuals are positioned differently in relation to power, economy, work opportunities etc. During the late twentieth century, Swedish educational politics have aimed to broaden the recruitment to higher education. Both concerning gender and concerning class. The recruitment is however still skewed, due to social reproduction, and it starts (at the latest) with the choice of upper secondary school education. Young men and women's educational segregation challenges the Swedish gender equality goals. Even more so, since the segregation is more pronounced when class is added as a factor. This paper presents some results from a study of 35 Swedish ninth graders, in a town with a history of labour work and low transition to higher education. Through reasonings of traditional gender divisions and interests, they reproduce gender dichotomy and thereby justify educational segregation. The paper further discusses these boys and girls' positionings away from traditional female domains, the girls' tendency to be individualized to a greater extent than boys, and the different (gendered) frames of action they perceive and act within.
I Sverige har, till skillnad från många länder, omsorg, vård, fostran, lärande och utbildningen för de yngre barnen hållts samman i en och samma organisation och under Educare begreppet. Aktuella reformer pekar på ökade förväntingar på förskolan som ett första steg i det livlånga lärandet. i artikeln diskuteras dessa ideeer som en del i social investerningsstrategi so stödjs på EU nivå och av internainella organisationer som OECD oh Världsbanken. Syftet med artikeln är att diskutera frågan om balansen mellan de kombinerade målsättningarna håller på att rubbas i svenska förskola. Ser vi ett paradigmatiskt skifte i förskolan? ; Educare in the Swedish context means good-quality care and education in a balanced mix. UnlikemanyEuropean countries, there is not a split in the organisation between care of children below and above the age of three. Contemporary reforms point to increased expectations of preschool as the first step of lifelong learning. Such ideas are included in the social investment strategy which is supported on the European Union level and by international organisations such as the OECD and theWorld Bank. The social investment strategy implies a positive relationship between early childhood development and early childhood education programmes and children's success later in life, which is related to a country's economic success.The aim of the article is to discuss whether or to what extent the social investment strategy has an impact on the Swedish preschool and the reform work being done at the moment. Has the balance changed in favour of futureoriented goals? Is there a paradigm shift taking place in the Swedish preschool?
Cet article analyse les réformes récentes engagées dans l'éducation préscolaire suédoise. L'educare suédois serait-il tenté par des idées centrées surtout sur la préparation scolaire et l'employabilité future ? Cet article analyse les changements d'objectifs, d'instruments politiques et de contexte, à partir d'une perspective historique. La conclusion est que la réforme engagée doit être interprétée tant au regard des idéaux nationaux que des idées défendues par les organisations internationales. L'application des critères de Peter A. Hall (1993) pour le changement de paradigme révèle des changements de premier et de second ordres, plutôt qu'une modification simultanée des objectifs, des instruments politiques et du contexte. Il faudra une nouvelle recherche pour mieux comprendre ce qui est réellement en train de se passer dans le contexte local, car il est rare que les politiques et les pratiques se superposent totalement.
The article discusses recent reforms in the Swedish preschool. Is educare, the hallmark of the Swedish preschool, challenged by ideas about school preparation and future employability? Changes of goals, policy instruments and settings are analyzed from a historical perspective. The conclusion is that the reform work needs to be understood in relation to national ideas as well as in relation to ideas advocated by international organizations. The application of Hall's (1993) requirements for paradigm shift points to changes of first and second order rather than to a simultaneous change of goals, policy instruments and settings. Additional research on what actually happens in the local context is recommended as policy and practices seldom totally overlap. ; O artigo analisa as reformas recentes na educação pré-escolar da Suécia. Será o educare, marca da pré-escola sueca, desafiado por ideias focadas sobretudo na preparação escolar e na empregabilidade futura? Este artigo analisa as mudanças de objetivos, de instrumentos de política e de contexto, a partir de uma perspetiva histórica. A conclusão é a de que a reforma efetuada tem de ser interpretada tanto em relação às ideais nacionais como em relação às ideias defendidas por organizações internacionais. A aplicação dos requisitos de Hall (1993) para a mudança de paradigma indicia mudanças de primeira e de segunda ordem, mais do que uma alteração simultânea de objetivos, instrumentos de política e de contexto. Será necessária pesquisa adicional para melhor compreender o que realmente está a acontecer em contexto local, uma vez que políticas e práticas raramente se sobrepõem na totalidade. ; Cet article analyse les réformes récentes engagées dans l'éducation préscolaire suédoise. L'educare suédois serait-il tenté par des idées centrées surtout sur la préparation scolaire et l'employabilité future? Cet article analyse les changements d'objectifs, d'instruments politiques et de contexte, à partir d'une perspective historique. La conclusion est que la réforme engagée doit être interprétée tant au regard des idéaux nationaux que des idées défendues par les organisations internationales. L'application des critères de Hall (1993) pour le changement de paradigme révèle des changements de premier et de second ordre, plutôt qu'une modification simultanée des objectifs, des instruments politiques et du contexte. Il faudra une nouvelle recherche pour mieux comprendre ce qui est réellement en train de se passer dans le contexte local, car il est rare que les politiques et les pratiques se superposent totalement. ; El artículo analiza las reformas recientes en la educación preescolar de Suecia. ¿Será el educare, marca de la enseñanza preescolar sueca, desafiado por ideas enfocadas sobretodo en la preparación escolar y en la posibilidad de obtener empleo futuro? Este artículo analiza los cambios de objetivos, de instrumentos de política y de contexto, a partir de una perspectiva histórica. La conclusión es de que la reforma efectuada tiene que ser interpretada tanto en relación a las ideas nacionales como en relación a las ideas defendidas por organizaciones internacionales. La aplicación de los requisitos de Hall (1993) para el cambio de paradigma indicia cambios de primer y segundo orden, más que de una alteración simultánea de objetivos, instrumentos de política y de contexto. Será necesaria una búsqueda adicional para comprender mejor lo que realmente está aconteciendo en contexto local, una vez que políticas y prácticas raramente se sobreponen en su totalidad.
The article discusses recent reforms in the Swedish preschool. Is educare, the hallmark of the Swedish preschool, challenged by ideas about school preparation and future employability? Changes of goals, policy instruments and settings are analyzed from a historical perspective. The conclusion is that the reform work needs to be understood in relation to national ideas as well as in relation to ideas advocated by international organizations. The application of Hall's (1993) requirements for paradigm shift points to changes of first and second order rather than to a simultaneous change of goals, policy instruments and settings. Additional research on what actually happens in the local context is recommended as policy and practices seldom totally overlap. ; El artículo analiza las reformas recientes en la educación preescolar de Suecia. ¿Será el educare, marca de la enseñanza preescolar sueca, desafiado por ideas enfocadas sobretodo en la preparación escolar y en la posibilidad de obtener empleo futuro? Este artículo analiza los cambios de objetivos, de instrumentos de política y de contexto, a partir de una perspectiva histórica. La conclusión es de que la reforma efectuada tiene que ser interpretada tanto en relación a las ideas nacionales como en relación a las ideas defendidas por organizaciones internacionales. La aplicación de los requisitos de Hall (1993) para el cambio de paradigma indicia cambios de primer y segundo orden, más que de una alteración simultánea de objetivos, instrumentos de política y de contexto. Será necesaria una búsqueda adicional para comprender mejor lo que realmente está aconteciendo en contexto local, una vez que políticas y prácticas raramente se sobreponen en su totalidad. ; Cet article analyse les réformes récentes engagées dans l'éducation préscolaire suédoise. L'educare suédois serait-il tenté par des idées centrées surtout sur la préparation scolaire et l'employabilité future? Cet article analyse les changements d'objectifs, d'instruments politiques et de contexte, à partir ...
Since the mid-1990s several reforms have challenged the idea of educare, which isoften held up as the main characteristic of the Swedish preschool (OECD 2001, 2006,Moss 2006). Educare in the Swedish context means good-quality care and education ina balanced mix. Unlike many European countries, there is not a split in the organisationbetween care of children below and above the age of three (Knijn, Jönsson andKlammer 2005, Letablier and Jönsson 2005). Contemporary reforms point to increasedexpectations of preschool as a preparation for school. Such ideas are included in thesocial investment strategy which is supported on the European Union level and byinternational organisations such as the OECD and the World Bank. According to White(2009), the social investment strategy implies a positive relationship between earlychildhood development and early childhood education programmes and children'ssuccess later in life, which is related to a country's economic success.The aim of the paperThe aim of the paper is to discuss whether or to what extent the social investmentstrategy has an impact on the Swedish preschool and the reform work being done at themoment. Since its establishment in the 1970s, the emphasis has been on the child'sneeds at the same time as it fulfils goals related to family, social, gender equality andlabour market policies. Has the balance changed in favour of future-oriented goals? Isthere a paradigm shift taking place in the Swedish preschool? The paper will explorewhether this is the case by discussing the development of the Swedish preschool sincethe 1970s, proceeding from Hall's (1993) requirements of a paradigm shift; theseinclude a simultaneous change of objectives, policy instruments and settings.
