Ämnet Svenska
En kritisk diskursanalys av svenskämnets kursplaner i Lpo 94 och Lgr 11
The purpose of this study is to investigate how the subject Swedish is being constructed in syllabuses for the subject. The study includes the syllabuses for the subject Swedish from the Swedish curriculums Lgr 11 and Lpo 94. These are investigated in order to show what conceptions of the subject, i.e. the purpose, content and work models of the subject you can spot in these, and in what direction the perception of knowledge has changed. For the analysis Faircloughs critical discourse analysis and three dimensional model is being used. The analysis emanates in the first and second dimension from a scheme of analysis created from the conceptions of the subject Swedish. In the third dimension the result is discussed in relation to Englund?s conceptions of education. The result shows that the subject, as it is expresses in Lpo 94, foremost can be classified as the conception Swedish as experience-pedagogical subject (erfarenhetspedagogiskt a?mne), with interdiscoursive connections to the conception Swedish as a experience-pedagogical democracy-subject (erfarenhetspedagogiskt demokratia?mne). The subject Swedish as it is expressed in Lgr 11 can be classified as a literary history refinement subject (litteraturhistoriskt bildningsa?mnde) with interdiscoursive connections to the experience-pedagogical subject and the conception Swedish as a proficiency subject. The classification of Lgr 11 is not without troubles, while the central content of the subject formost is focused on proficiency, rather than refinement. Lpo 94 can further be connected to a democratical conception of education (demokratisk utbildningskonception), while Lgr 11 shows expressions of a scientifically rational conception of education (vetenskapligt rationell utbildningskonception). The subject Swedish is viewed as significant in relation to pupils identity development and to their comprehension about the surrounding world. Therefor it is of general interest to investigate the conceptions of the subject that are being transmitted throught the syllabuses. This is also an argument for the relevance of this study within the research of didactical and curriculum theory.