In Sweden and the other European countries, intensive reforms began after 1945, where the goal was to democratize the school, which in many countries led to a compulsory secondary school (högstadiet). A central idea was multiple access to education for everyone no matter where you lived and what social class you belonged to. Another important idea was related to teaching and pedagogy, more specifically that the already established student-centered perspectives became increasingly important. These aspects are well investigated (Tisdall, 2020; Depaepe, 2000; Ward, 2015;  Oftedal Telhaug et al, 2006; Englund, 2006) But, a central aspect was access to school buildings. The construction of schoolhouse that could  accommodate new groups of pupils and were adapted to new modern teaching principles was therefore important. When the implementation of secondary school intensified in the 1960s, it was emphasized that access to modern school buildings was central to the implementation of the reforms (Cf. Rasmussen, 2021; Clark, 2010; SOU: 1948:27). Previous research on, for example, the period 1840-1900 points out that schoolhouse construction often was a local complex process with many actors involved. The advent of schoolhouses should be understood in relation to economic, social and cultural processes claimed by some scholars (Westberg, 2017).

When it comes to postwar school reforms, the premise has often been that it was a national project run by leading national politicians and bureaucrats. (Cf. Sass, 2022; Krupinska, 2022). There is also previous research that emphasizes national pedagogical associations, teacher-training programs and national teacher pressure when explaining the emergence of compulsory secondary school (Cunningham, 1988). However, in line with the research that emphasized local, social and economic processes for understanding school development during the 1800s, I would also like to look  at the local aspects of the introduction of compolsury secondary school (Westberg, 2017). By focusing on the processes that led to new schoolhouses at the local level, our knowledge of postwar school reforms can be broadened.

The purpose of the paper is to discuss the school building process of secondary school  buildings 1950-1970 in Denmark and Sweden. This is done through two case studies of the planning and construction of schools in two medium-sized cities.

Theoretical inspiration has been taken from institutionalism and the idea of path dependence regarding the municipality's actions  (cf. March & Olsen, 1989). I assume that the school buildings process  was influenced by local history, such as how the municipality planned,  built and financed schools in the past. However, I also see that formal rules, national institution and national guidelines influence construction. Examples of such institutions are the authorities' model schools.

In my contribution, two municipality and school buildings, Rudskolan in Karlstad (Sweden) and Almind-Viuf Fællesskole (Denmark) will be the starting point. So it is a form of case study that is being conducted. Looking at two cases also provides opportunities to go in depth and look at political, economic and cultural conditions. In this paper, however, only preliminary results will be presented. The study is part of a project that will run for another three years. When the schools were planned and built, it was done in a complex process where the municipality, local politicians, regional authorities and the state contributed in different ways. Municipal planning material such as board minutes, architectural material and municipal council material from the period have been analyzed. But I've also looked at materials like quotes, tenders, orders for materials, and contracts with the local contractors who built the school. Through this, the understanding of the role of the school in the local community is also deepened. Most of the source material is thus of a local nature and is archived at municipal archival institutions. But I will relate the local material to national and international perspectives on school and teaching. I have used an interpretative hermeneutic interpretative approach (Alvesson and Sköldberg 2009). The interpretative process was characterised by encountering the empirical material with an open mind supported by theory and previous research.

I (and a colleague) have gone through all the archive material from Denmark and Sweden and made an initial analysis. Some results from this analysis should be highlighted. Note that in both municipalities the main planning and construction process was carried out during the 1960s. The schools were completed in the early 1970s. Firstly, in both municipalities there was considerable dialogue and discussion between different local actors. Where the schools should be located came to be discussed intensively in both municipalities, for example. The process leading up to the construction of new schoolhouses was thus well rooted in the local community, but it was not a conflict-free process. Secondly, in both municipalities there was considerable dialogue with regional and national authorities. In Karlstad, for example, local analyses had to be carried out of what needs there were at the local level regarding new school buildings. These analyses were sent to the regional and national authorities. The municipality also produced drawings of the schoolhouse. In order for the municipality to receive financial support, state authorities needed to approve these drawings. But it was not a one-way control from the state on how the school should be planned, rather it is clear in both Sweden and Denmark that the construction process had been preceded by a long local discussion and anchoring. The architect drawing of the schools that are preserved show that the school was designed for a modern student-centered pedagogy. In Karlstad, for example, the drawings included group rooms and places for own work. There were also resources set aside for work materials that could be used for their own individual work. In the construction processes, one can also see how previous traditions regarding school construction were reflected in the construction of modern schoolhouses.

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