Between obedience and resistance: transforming the role of pupil councils and pupil organisations in Sweden (1928–1989)

IF 0.6 Q3 HISTORY OF SOCIAL SCIENCES
Joakim Landahl
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引用次数: 0

Abstract

PurposeThe overall aim of this article is to discuss the conditions and character of collective protest in schools. When do pupils as a collective gain the ability to express critical views on the policies of schools, and what is that criticism about? Using Sweden as an example, I discuss this question by studying the collective organisation of pupils from the 1920s to the 1980s.Design/methodology/approachThe article discusses and compares two phases of pupils' collective organisation in Sweden: one dominated by pupil councils, one by national organisations. The article discusses how pupil councils at individual schools arose in the wake of the 1928 grammar school charter, and illustrates its influence using a case study of a grammar school in Stockholm. Furthermore, the article investigates how national organisations, first formed in 1952, expressed their concerns about national school policies.FindingsThe first phase (ca. 1928–1951) was dominated by the idea of discipline, and the main task of pupil councils was to help teachers in maintaining discipline. The second phase (ca. 1952–1989) was instead characterised by a heightened focus on protests and democracy. From then on, the main idea was that pupil councils and national pupil organisations should change the school, making it more suited to the needs of the pupils.Originality/valueThere is much research on university students and student uprisings. However, much of the previous research on the student voice is related to the upheavals of the long 1968. By concentrating its efforts on a limited time period when protest was more obvious, previous research has arguably not been able to discuss transformations over time.
服从与反抗之间:瑞典学生委员会和学生组织角色的转变(1928-1989)
本文的总体目的是探讨学校集体抗议的条件和特征。作为一个集体,学生什么时候获得了对学校政策表达批评意见的能力,这种批评是关于什么的?我以瑞典为例,通过研究20世纪20年代至80年代学生的集体组织来讨论这个问题。设计/方法/途径本文讨论并比较了瑞典学生集体组织的两个阶段:一个由学生委员会主导,一个由国家组织主导。本文讨论了1928年文法学校宪章颁布后,各个学校的学生委员会是如何兴起的,并以斯德哥尔摩的一所文法学校为例说明了它的影响。此外,本文还调查了1952年成立的全国性组织是如何表达他们对国家学校政策的关注的。第一阶段(约1928-1951年)以纪律观念为主导,学生委员会的主要任务是帮助教师维持纪律。相反,第二阶段(约1952-1989年)的特点是更加注重抗议和民主。从那时起,主要的想法是学生委员会和国家学生组织应该改变学校,使其更适合学生的需要。有很多关于大学生和学生起义的研究。然而,之前关于学生声音的研究大多与漫长的1968年的动荡有关。由于将研究集中在抗议活动更为明显的有限时期,以前的研究可以说无法讨论随着时间的推移而发生的变化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
History of Education Review
History of Education Review HISTORY OF SOCIAL SCIENCES-
CiteScore
0.60
自引率
0.00%
发文量
12
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