In 2011, the new upper secondary school curriculum Lgy 11 set out to distinguish thecharacteristics of the two subjects Swedish and Swedish as a second language. This thesis analyzes the consequences, or rather the underlying premises for such a characterization with the contradictory ideologies of the multicultural society as a point of departure. Using theories of cultural and linguistic hegemony, the thesis applies an ideological critique to the comparative text analysis of the two curriculums. The aim is to reveal the underlying assumptions of the two student bases as representatives of the majority society and the minorities. The results show that the characterizations of the two subjects are dominantly made along the line of the multicultural experience versus linguistic and cultural heritage. Swedish as a second language students are seen to be expected to use their own person as a learning tool to relativize cultural and linguistic values from the point of view of the majority society, while Swedish students are expected to follow a pattern of learning fixed values within a western diachronic framework, leaving their experience of being part of a majority society in a multicultural contemporary context unexplored. Discussing the results, the hegemonic aspect of the revealed assumptions is pinned down and the meanings of the seemingly varying ontological traditions within the two curriculums are brought up as a way forward for further research within the second language education discourse.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-30020 |
| Date | January 2014 |
| Creators | Carlsson, Johannes |
| Publisher | Malmö högskola, Lärarutbildningen (LUT), Malmö högskola/Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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