Medborgarskap som demokratins praktiska uttryck i skolan. Diskursiva konstruktioner av gymnasieskolans elever som medborgare

School and education have a specific status owing to their task to educate young citizens and further their development. It is thus possible to regard schools as a type of public sphere, where individual and private matters are transcended. According to the curriculum for the secondary school system, the professional school staff´s task is two-fold insofar as they should mediate both knowledge and democracy. In this doctoral thesis the focus is placed on how and by what means education can contribute to young members of society finding their place and coping with their roles as citizens in a democratic society. The overall aim of this thesis is to present a deeper interpretation of the meanings and consequences of teachers´ speech concerning upper secondary pupils as citizens. More specifically, the aim is to empirically problematise and theoretically reconstruct pedagogical discourses on citizenship as practical expressions of demoracy in the context of education. Two central terms, which are thus highlighted are democracy and citizenship. Both Durkheim and Dewey provide significant theoretical points of departure, which are drawn upon in this thesis. Bourdieu contributes with perspectives on the ideological role, which institutions of education play in legitimising already existing societal orders. Foucault poses questions about power and knowledge. Habermas emphasis is placed on the discursive rationality expressed in verbal communication, which serves as an overall perspective for this thesis. Thus, in terms of methodology language constitutes the most central tool. Analyses are made in three stages. Reforms and policy are supposed to have been created within a central discursive framework and are therefore examined by way of analytical perusal of a) post-war education policy texts and b) current national policy documents concerning the Business and Administration Programme in upper secondary education. The third stage involves analysis of c) eight conversations from the professional school staff s discursive practice by applying critical discourse analysis as a methodological tool. Four separate discourses have evolved, each pointing to different perspectives on human beings, knowledge and society: a discursive perception which is directed towards traditional values, a second perception which has communication and democracy as its superior ideal, and yet another discourse is directed towards trade and industry while, finally, one more discourse which is mainly characterised by a protective attitude towards pupils. Finally, how these contradictory as well as concordant discourses dictate the conditions and frameworks for the sort of citizenship which is constructed and constituted in the pedagogical practice is discussed, and thus how school as a public sphere may be understood in a more profound way.

Key words: democracy, citizenship, critical discourse analysis, discursive constructions, reforms, policy, communication.