- För vi har slutat nian, fyfan va' vi é bra! : En kritisk diskursanalys av grundskolans fostran från Lgr62 till och med Lpo94

I have studied the curriculum for the compulsory Swedish school, from the curriculum from year 1962 when the Swedish grundskolan became a reality, to the curriculum from year 1994, the one in practice today. My primary interest has been what the curriculum says about bringing up the Swedish youth. My theory has been the British analyst Norman Fairclough’s Critical Language Studies. His thoughts about actual discourse, type of discourse and order of discourse has led me through out this essay. The Irish scientist Kieran Egan has inspired the discourses I have used. His ideas on the history of western educational philosophy has also been a keystone to my work. To make a final analysis, I’ve also used the ideas of the late Italian marxist Antonio Gramsci, his thinking of hegemony in societies, how order is maintained by negotiation and consent.My results are that the four studied curriculums has changed their "sayings" of bringing up of the Swedish youth during the second half of the 20th century, but the mechanisms for power relations has not. There is an individual discourse that has been dominating in all the curriculum except for on of them, where there is a society based discourse that is dominating. The effect is that the curriculums are changing but very slowly and often with the tradition of earlier curriculum with them. Along with this the negotiation has strengthened the politics power over the school, thus making it common sense to leave the upbringing of Swedish youth, more then ever before, to politics