Contribution
Description: The presentation in this paper is based on an ongoing study, and one earlier pre-study, with focus on upper secondary schools as institutions. The research concerns in what ways different student identities are created and maintained in the everyday life in school. The main theoretical base for the study is Anthony Giddens theory of structuration, the duality between actors and institutions (Giddens, 1984; 1991; 1997; 2003). Some results from the pre-study presents and methodological issues from the fieldwork are discussed.
Methodology: The study is a qualitative case study with ethnographic approach. The fieldwork is based on participant observations, interviews and the reading of different sort of documents produced by the schools.
Conclusions: The Swedish upper secondary school is sometimes called "A school for all" but this is a problematic issue (Emanuelsson, 2003). Since the curriculum reform in 1994, Sweden has a system consisting of three year upper secondary school. The upper secondary school is not, by law, obligatory for the students. But the reality is that there are very few alternatives for the young people to choose from. Today 98 % of the compulsory school students continue to study on the upper secondary schools national or individual programme, but far from all students also finish their education. The expected knowledge from this study is from the main focus on the school as an institution and the different processes that there create, for example "strong or weak students". This is words that sometimes are used in school to describe different students (Hjörne, 2004) and in the current study this is related to the school as an institution not to students as individuals.
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