The interplay between subject recontextualizers: Social reproduction through critical reading

Abstract

This article uses a Bernsteinian approach to explore, examine, and theorize about an activity in the upper-secondary curriculum within the Swedish Language subject. Based on an examination of the interplay between different educational actors in this recontextualization process the possibilities for pupils with different social backgrounds and their possibilities to gain access to valuable knowledge are delineated. The analysis is conducted in relation to a specific classroom activity called ‘reading critically’, of which four different aspects are described, each of which in its own way illustrates how didactic choices are justified in general and also specifically for pupils from different social backgrounds. Finally, an attempt is made to examine the findings in light of the recent neo-liberal turn in education in Sweden.

Keywords:

• recontextualization
• social class
• discourses
• literacy
• academic
• vocational

Notes

1. These abbreviations will be used through the rest of this paper.

2. Among others, Bernstein’s concepts horizontal discourse (roughly: everyday knowledge) and vertical discourse (roughly: school knowledge) turned out to be crucial as analytical categories.

3. Bernstein (1990) uses the concept ‘progressive’, but it has often been referred to as ‘liberal-progressive’.

4. In English: Document.

5. kollakallan.skolverket.se

6. All textbook translations are mine.

7. This is my summary of the attitude presented in 12 textbooks.

8. The C-course is compulsory for the Social Science programme, and optional for other programmes. In practice, few vocationally oriented pupils take the course since it competes with supplementary vocational courses, which they seem to judge as more important.

9. The topics are linked to various grading scales.

10. SKOP stands for Skandinavisk Opinion AB.

11. E-newsletter Nr 5, November 2008.

12. E-newsletter Nr 2, March 2009.

13. http://www.kks.se/templates/standardpage.aspx?id=84

14. In Jones’ and Moore’s version the phrase includes ‘competence’ instead of ‘critical citizens’.