<p>In this study I examine the debates, intentions and ideas concerning the physical and created schoolroom as they appeared in the journal Lärarnas Tidning - Svensk Skoltidning (Teachers Journal – Swedish School journal) during the period 1962-1974. The built and created school building and its environment has been a relatively neglected topic in Swedish pedagogical research.</p><p>When the Swedish comprehensive system transformed during the sixties, with new curricula and a common nine year school, many school professionals realised the need for a new and pedagogically adjusted schoolhouse.</p><p>The early seventies marked a decline after a ten year period with an extensive building program affecting large parts of Sweden, and where schoolhouses had been an important part. The debate concerning the new Swedish school building was sometimes inspired and refreshing, but resistance and bitterness was also expressed. In part, this should be seen against the backdrop of the introduction of a new educational system, using new and sometimes untested pedagogical ideas, together with the fast transformation of the Swedish society.</p><p>The research method is an exploratory textual analysis focused on five different issues: ideas concerning community centres and integration, participatory and democratic issues about the built environment, the school building as a pedagogical tool, aesthetic considerations, and the working environment. Key worlds in the theoretical part are; democratical influences, community centres and integration ideas, arguments concerning the aesthetical work out, and the work environment.</p>

In this study I examine the debates, intentions and ideas concerning the physical and created schoolroom as they appeared in the journal Lärarnas Tidning - Svensk Skoltidning (Teachers Journal – Swedish School journal) during the period 1962-1974. The built and created school building and its environment has been a relatively neglected topic in Swedish pedagogical research. When the Swedish comprehensive system transformed during the sixties, with new curricula and a common nine year school, many school professionals realised the need for a new and pedagogically adjusted schoolhouse. The early seventies marked a decline after a ten year period with an extensive building program affecting large parts of Sweden, and where schoolhouses had been an important part. The debate concerning the new Swedish school building was sometimes inspired and refreshing, but resistance and bitterness was also expressed. In part, this should be seen against the backdrop of the introduction of a new educational system, using new and sometimes untested pedagogical ideas, together with the fast transformation of the Swedish society. The research method is an exploratory textual analysis focused on five different issues: ideas concerning community centres and integration, participatory and democratic issues about the built environment, the school building as a pedagogical tool, aesthetic considerations, and the working environment. Key worlds in the theoretical part are; democratical influences, community centres and integration ideas, arguments concerning the aesthetical work out, and the work environment.

Denna uppsats behandlar argumentationen kring folkskollärarnas lönedebatt som presenteras i Svenska läraretidning år 1906. Fokus ligger på argumentationen kring löneförslaget som tidningen presenterar, vilka argument som används och vilka delar tidningen tar upp. Detta har gjorts genom en argumentationsanalys utgående från Toulmins (1958) argumentationsmodell. Utifrån denna modell har jag systematiskt gått igenom argumentationen i tidningen. De olika aktörerna har delats in i olika grupper och deras argument har lyfts fram med de underliggande värderingar som ligger i grund för deras retorik. Slutsatserna därifrån presenteras i resultat och analysdelen. Diskussionen utgår från Connells (2003) teorier om genus som system och belyser tidningens argumentation utifrån manliga och kvinnliga egenskaper och samhälleliga strukturer. Det kan konstateras att merparten av argumentationen fokuserar på olika lön till kvinnor. Argumentationen utgår från att männen har rollen som familjeförsörjare och därmed har större ekonomiska behov. Man hänvisar också till andra samtida yrken där kvinnor har lägre ställning och sämre betalt än männen. Dock finns det motstånd mot den ojämna lönesättningen. Ett flertal folkskollärarinnor med petitioner presenteras men den mest framstående är Elsa Eschelsson som framför starka argument emot den olika lönen. Slutligen kan vi se hur folkskollärarkåren i detta forum står som enad för lika lön för lika arbete och utbildning medan det från samhällets håll i stort krävs att lärarinnorna skall få lägre lön.