Vad räknas som kunskap i den svenska gymnasieskolan? : En kritisk diskursanalys av förändrade policyformeringar mellan 1990-talet och 2010-talet i svensk gymnasieskola

With the question – what problems is the current reform of the Swedish upper secondary school considered being the solution of – this article analyzes the political dimension of knowledge in the way it is discursively visualized in policy texts. With methodological inspiration from the Critical discourse analysis (CDA) two education policy reforms, published for the 1990s- and the 2010’s reformation of the upper secondary school, have been compared with an aim to study discursive shifts over time concerning changing politics of knowledge. To understand and explain these shifts the relation between declared knowledge discourses and the social practice, that these discourses are embedded in, is discussed. The results in the article point to some discursive shifts. The 1990’s policy texts were dominated by a hybridization of a deregulated objective-rational- and a socio-cultural oriented knowledge discourse. These discourses have now been challenge by a form of hybridization of a regulated working lifeoriented and a content- and result oriented knowledge discourse. These discursive movements are finally discussed in relation to what different societal problems these reforms are considered to be a solution to