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Caroline Liberg, Jenny Wiksten Folkeryd & Åsa af Geijerstam has to be changed. A more updated version would keep the first part intact, and alter the second part, i.e. “Students should first learn to read and write, and then go on to learn to read and write in a more critical manner”. The lack of a critical perspective in the early school years can be connected to two traditions that still strongly influence teaching in Swedish schools. The first one, as discussed above, is that teaching in early grades has had, and still has, a strong focus on formal aspects. A parallel to this tradition is found in studies of early literacy. Most of these studies have focused formal aspects and very few have studied the child as an ideological person. Socio-political perspectives are thus invisible or very much downgraded in preschool and lower grades. “‘Innocent’ children, adults may feel, should be free from such complexities, free to play on playground and paper”, says Dyson (1997:166) in her study of students in a primary classroom. She is one of very few researchers who have shown how children in preschool and primary grades, through their writing and discussions concerning their writing, can be viewed as “active contributors to evolving communities that both draw on and influence larger culture systems” (Dyson, 1997:6). She states that (Dyson, 1997:4): In this view [a dialogic vision of language developed by Bakhtin (1981, 1986)], learning to use language involves learning to interact with others in particular social situations and, at the same time, learning to be, so to speak, within the dominant ideologies or ‘truths’ about human relationships; that is, it involves learning about the words available in certain situations to a boy or girl, to a person of a particular age, ethnicity, race, class, religion, and so on. Updated without losing track of traditions As can be seen from the analysis and the discussion of the findings, there is a successive change in the school subject of Swedish from Lpo94 to Lgr11 concerning the balance between literature and language, with the result that language and language skills today hold a much more prominent position within compulsory school. In the present article, this change has been shown to be connected to an increasing interest in the genre approach in Sweden, and its response to inequalities concerning access to dominant genres in society. The syllabus of the school subject of Swedish especially in Lgr11 can therefore be said to be updated with fundamental aspects of the genre approach. Even though it is possible to identify this updated aspect in the syllabus in Lgr11, at least two older traditions are still alive and have an even stronger position today than earlier. The first concerns the focus on the formal aspects of language. In the application of the genre approach, this formal tradition strikes back. In Lgr11 the more static “text-type” concept is chosen instead of the more dynamically oriented “genre” concept in terms of genre as a social process (Skolverket 2011b:16). The different text-types highlighted are further treated from a formal point of view by focusing on their macrostructures. The second tradition that is still alive concerns the lack of a socio-political perspective in the lower grades, and the apparently low-key character of this perspective in the upper grades. 490
Swedish – An updated school subject? Even though there have been intensive discussions around an extended view of what can be included in mother tongue education, very little of this has had an impact on the syllabus of mother tongue education in Sweden in its latest version from 2011. There are several causes of this situation, for example the political agenda in society, and the test-focused era we are now living in (also see Lundström et al. 2011). What can be done from a research perspective is to show how these extended views may be captured and constructed with an even more delicate way of talking, a metalanguage, about the <strong>issue</strong>s at stake. This seems to be most pressing concerning the socio-political layer, especially in the earlier grades. Notes 1 There are two syllabuses in Sweden concerning the national language: “Swedish” and “Swedish as a second language”. “Swedish as a second language” is an option for all students who have a first language other than Swedish. These students can thus choose to study either “Swedish” or “Swedish as a second language”. They also have the possibility of studying their own mother tongue. This last type of teaching is nowadays called mother tongue education in Sweden. This should not be confused with the English term, which usually refers to teaching the national or standard language. In this article we will focus on the syllabus of “Swedish” and use the English term “mother tongue education” for the teaching of the national and standard language, i.e. Swedish. 2 The Swedish syllabuses translated into English are downloaded from the website of the Swedish National Agency for Education. Caroline Liberg is Professor in Educational Sciences, specialized in reading and learning processes, at Uppsala University. The last thirty years she has conducted research in the areas of early literacy and literacy in different content areas in school. Jenny Wiksten Folkeryd is Assistant Professor in curriculum studies at the Department of Education at Uppsala University. Her main research interests include reading and writing development in early school years, language across the curriculum, text analysis and assessment. Åsa af Geijerstam is Assistant Professor in curriculum studies at the Department of Education at Uppsala university. Her research interests include reading and writing development in different educational practices. She has participated in research projects on reading and writing across the curriculum and reading comprehension in international tests. 491
Page 1 and 2: EDUCATION INQUIRY Volume 3, No. 4,
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Hans Örtegren, Umeå University, S
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