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Abstract
The aim of this article is to illustrate how Swedish schools construct different pedagogic identities in the way they marketize themselves. We examine through a Bernsteinian lens how upper secondary schools promote themselves; what identities are being called for by the schools and how these identities are expressed. Moreover, the article intends to study how these identities are reflected in studied school actors and how they can be understood in relation to the labour market. We have analysed texts from various kinds of marketing materials, including websites and prospectuses of the schools. The empirical data also include interviews with various school actors. In addition, we attended and recorded observations at open houses and school fairs. Our findings indicate a strong differentiated market-oriented education system, mediated not only through distinctions in courses and programmes, but also through schools creating highly specific niches and targeting specific students as valuable commodities.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. The empirical data used in the article emanate from the larger research project ‘Inclusive and Competitive? Working in the Intersection between Social Inclusion and Marketisation in Upper Secondary School’ (No. 721-2011-5509) financed by the Swedish Research Council.
2. Most schools in the two municipalities hold open houses once or twice a year before the students choose a school. All 16 year olds with their parents are invited to these arrangements. In Bay City there is also an annual school fair where all upper secondary schools at the regional school market present and market themselves.