Identitetspolitik och utbildning

: identitetspolitisk ideologi i Lgr11?

Abstract

The purpose of the thesis is to examine the presence of identity politics in education, with a specific focus on Lgr11. With a theoretical foundation in sociology and a mapping of the empirical representations of identity politics, the thesis intends to investigate whether there are any identity political themes, ideas or tendencies that could be regarded as an ideology in Lgr11. The method that the essay used to investigate this is a critical ideological analysis with the aim of examining whether it is possible to find traces of an identity-political ideology that limits and locks people in specific patterns and actions. The results of the study showed that there are identity political themes, perceptions and positionings within Lgr11. These features manifested themselves as a shift to a more individual-oriented starting point in the curriculum, less emphasis of the societal aspect of education, a changed concept of knowledge and an increasing focus of particular conditions and interests. Although these identity-political features could be observed, it does not appear to be of such degree that it can be regarded as Lgr11 being characterized by an identity-political ideology. The manifestations of identity politics are perceived as too weak and do not appear to limit human action and thought to the extent that would be required to regard it as an ideology.

Date of Award	2022-Jun
Original language	Swedish
Supervisor	Peter Gustavsson (Supervisor) & Staffan Stranne (Examiner)