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En diskursteoretisk analys av sju gymnasieelevers beskrivningar av att ha åtgärdsprogram: "det är väl ingen speciell människa så"
Jönköping University, School of Education and Communication.
2016 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesisAlternative title
A discourse theoretical analysis of seven Upper Secondary School pupils’ descriptions of having an individual educational plan within a higher education preparatory programme (English)
Abstract [sv]

Syftet med studien är att ur ett diskursteoretiskt perspektiv beskriva rådande diskurs och inom diskursen tillgängliga subjektspositioner, då sju gymnasieelever beskriver sina åtgärdsprogram på högskoleförberedande program. Resultatet visar att det råder samstämmighet bland eleverna kring att de har fått åtgärdsprogram upprättade eftersom de ligger efter i skolarbetet och att de ligger på betyget F i en eller flera kurser. Resultatet visar vidare att det inte råder samstämmighet bland eleverna kring hur det kommer sig att de ligger efter och riskerar F, och att det heller inte råder samstämmighet kring hur åtgärdsprogrammet har bidragit till förbättrade resultat. Resultatet visar att det i elevernas beskrivningar också framkommer att de har ett flertal subjektspositioner tillgängliga inom diskursen. Av dessa tillgängliga subjektspositioner intar samtliga elever i studien subjektspositionen elev som riskerar att få F. Likaså visar resultatet att samtliga elever intar en subjektsposition som innebär att han eller hon inte är ovanlig.

Abstract [en]

The aim of this study is to describe, from a discourse theoretical perspective, the prevailing discourse and the subject positions available within this discourse among sevens pupils attending higher education preparatory programmes at Upper Secondary Schools in Sweden. The discourse emerges in qualitative interviews where the pupils talk about their experiences of individual educational plans. The result shows that concordance prevails among the pupils about the fact that their individual educational plans have been drawn up because they have fallen behind in their school work, and because they run the risk of having grade F. Furthermore, the result shows that concordance does not prevail among the pupils when it comes to why they have fallen behind in their school work or how the individual educational plan has helped to improve the results. The result shows that in the pupils’ descriptions several subject positions appear as accessible within the discourse. All pupils accept the subject position of a pupil running the risk of getting an F, likewise they all accept a subject position that signifies that he or she is not an unusual or special pupil.

Place, publisher, year, edition, pages
2016. , 55 p.
Keyword [en]
upper secondary school, individual educational plan, special education, discourse theory, subject position
Keyword [sv]
gymnasieskola, åtgärdsprogram, specialpedagogik, diskursteori, subjektsposition
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-28433ISRN: JU-HLK-SQA-2-20150002OAI: oai:DiVA.org:hj-28433DiVA: diva2:875887
Subject / course
HLK, Education
Supervisors
Examiners
Available from: 2016-01-08 Created: 2015-12-02 Last updated: 2016-01-08Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf