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Att utbilda för progressiv samhällsomvandling: En undersökning av fackliga studier i en tid av politisk offensiv. Studieverksamheten i en verkstadsklubb åren 1960-1975
Södertörn University, Teacher Education.
2016 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

During my now four years at Södertörn University, were I study to, within the year, become a high school teacher in history and social science, I have engaged in the eternal pondering about the question: what is good education? And more specific: how does a good civic education look like? In a society with a deeply infested debate about the public schooling system it is, at some points, hard to see between the lines. Thus, I have stumbled across the idea to look elsewhere for clues. In this thesis, I have been interested in the possibility of searching for a true progressive, in the sense of democratic, education. Therefore, my aim and starting point for this research was to look at education within the Swedish metal industry workers union (Metall) during at point in history of great political radicalism. This brought me to the period of the 1960s and first half of the 1970s where there at the time were much social and political progress for the worker’s moment and where in the end of this era the metal workers were going to push hard for a bill which would give the unions actual co-ownership in the most profitable companies. My main interest in this thesis has been progressives within education. For theory, I have worked out of an idea that builds around the assumption that there are more to learning than just the content of knowledge transferred. In education, there is also a great importance in how knowledge is built. Thereby I have separated content from practices. This bids me to bring more than one perspective on the term progressiveness. For political progressiveness, I have chosen to focus on the general aim of unionizing which I mean, in a Marxist tradition, is to practice collective power over the means of production. For a perspective on pedagogical progressiveness, I have implemented Dewey’s progressivist thinking as to see progressive teaching as something that allows knowledge to be made from within the active learner in the meeting with a group and an assignment. This compared with knowledge as something transferred from one authority (teacher/ school system) to a passive learner. Hereby my study starts out in a local union clubs study committee’s protocol records. From these I draw the conclusions that there were primarily four kinds of studying practices. After 3 a short rambling about the implications of my two theoretical perspectives in congress with these practices, I select the kind of practice that I judge the most progressive and pick two course materials in this category to further analysis. Out of this work as a whole, I have concluded that there is a slight shift in how these study practices are progressive in a political sense towards the later years, which then follows the overall political trend. In terms of pedagogic progressivity, it is not entirely clear whether there has been a changing paradigm within the study though I think I at the wherry least can say that these last course materials both show a higher level of pedagogical progressiveness than traditional schoolwork.

Place, publisher, year, edition, pages
2016. , 59 p.
National Category
Humanities
Identifiers
URN: urn:nbn:se:sh:diva-32101OAI: oai:DiVA.org:sh-32101DiVA: diva2:1075123
Subject / course
History
Uppsok
Humanities, Theology
Supervisors
Examiners
Available from: 2017-02-17 Created: 2017-02-17 Last updated: 2017-02-17Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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