Welfare state, Peoples Home, Social engineering and Modernity

1. Welfare state, Peoples Home, Social engineering and Modernity

2. Last Time • How Sweden became swedish? • Issue discuss features of the creation of a ”WE” • Relation – contrats to them men women • Situation- being abroad • Power – boss emploee • Inclusion/exclusion – the great history of Rome, language, flags, symbols etc • Active processes – everyday life

3. Also Last time • 1800 -1930 changes constitution nationstate • Industrialization – urbanisation • Modernity – a break from tradition – new social classes and new influential classes bourgeoisie – working-class – peasant life declines

4. 1900 the century active nationalism • Conservatives conserve social strata's – tradition – heroes, king, god, country great monuments • Liberals – equality – nature, peasant life – National parks ”public – everyone can meet

5. Sleeping Mother Sweden – a laugh, joke • A new era at the turn of the century, new social class with growing power – • working class • Internationalists - scepticism towards nationalism - modernity

6. Peoples home Per Albin Hansson • 1930 • Social democratic partie leading position-Peoples Home • A good home – marked by equality and mutual understanding • Build a HOME of society– inclusive justice, fair, for everybody to contribute and to take advantage. • End of class struggles – developed social public service, economical distribution and even economical standards.

7. Stockholm exhibition 1930 • Functionalism – social engineering • Conformity, standard, middle Swede

8. 1900 Functionalism/socialism • The Alfred Loos building in Vienna • New rational life – function no lies, no hypocrisy, authenticity, rationality, looking forward not backwards • Provocative – severe critique of civilisation

9. Modernity • Changes , break with the past, poor life inequalities – looking forward creating something new and better • BUT

10. Also meant decline in human moral – urbanization and industrialization – war. • Decadence, living in the street, • New relation between sexes as a consequence of labour division. • Females support themselves in the cities – not dependent – new social classes • Lack of social control • Typical for modernity dualism and contrasts – development and catastrophe walks hand in hand

11. Issue for the state • Break from traditional life – how to create community among modern people?

12. Children perfect raw models – fresh, pure, unspoiled – ready to form to community and the new era, new human beings in a civilized community – fundamental virtues and moral.

13. Ellen Key liberal socialist, journalist and writer, • Typical for the time – living alone, lover, divorce, emancipation – Strand her famous home – functionalist • Moral – light and bright – sun coming in (far from workers families (ten people) living in one room and a kitchen in the cities. • 19 th century will be the century of children!

14. The welfare institution a bridge between home and state –inclusion in Folkhemmet by social engineering. • Does these words mean anything to you? • Welfare state – Social engineering (using social service and social organisation such as school and housing with ambition – creating new and better individuals

15. Recapitulate School in Sweden • Since 1842 public school (if you go to Hallandsgården you will find one of the first proper school buildings.

16. 1842 general and compulsory • Church • Faithfulness • Subordination • Patriotism/nationalism • Along with conservative ideals and liberal since school was supposed to be general – for everyone

17. organisation • 1900 - 1960 • Elementary school five years ”people´s school” and then three years of supplementary school (city, academic families) • Schools for boys separate from girls (also city, in country side mixed) • Exclusion gender and class background

18. 1919 after first world war – the first syllabus • Raise for peace • From religion, God and faithfulness – to democratic values – citizen virtues

19. 1946 after second world war even stronger emphasis on • Liberated, peaceful, rational responsible citizens with the capacity of critical reflection and evaluation.

20. 1950-talet important reforms Nine year of compulsory school 1. The school became non –religious Non – denominationalAs a consecuenceaf the act of freedom of religion Free from religion rather than free to choose for oneself. Before 1951 people had to be member of registered religous community – protestantic state church huge influence.

21. As a subject in school Christian Instruction stayed until 1962 when Religious education replaced it – covering other religions and philosophies than christianity.

22. Human capital • Well educated work craft main issue

23. Objectivity and open approches • Equivalent • Accessible to everyone no matter which background gender, geographical situation, economical, etc.

24. 1962 – 1980 • One common compulsory school, 9 years. • ”One school for all” • 1962 – First national school curriculum • School – task – to support democratic values and positive humanity. • Centralized – the state control – result

25. 1990 –tal • great reformation from centralized to decentralisation – neo liberal values More influence and responsibility of parents and users Extreme decentralisation: The individual pupil responsible for his/her learning outcome

26. recapitulate • The upbringing of loyal citizens a school in democracy • How is it done?

27. Formal education – the explicit goal • National curriculum 2011 page 11 • http://www.skolverket.se/2.3894/publicerat/2.5006?_xurl_=http%3A%2F%2Fwww4.skolverket.se%3A8080%2Fwtpub%2Fws%2Fskolbok%2Fwpubext%2Ftrycksak%2FRecord%3Fk%3D2687

28. One example - Religion • National curriculum 176 • One morning with Mohammed and Christina – their discussion about how to handle Ramadan

29. The hidden , informal education • The hidden curriculum • To take responsibility, decide, make decisions about your own life • Middle class – academic values

30. The liberated self • The capacity to detach oneself from any particular standpoint or point of view, to step backwards, as it were, and view and judge that standpoint from the outside • If you don't – tour not liberated –not complete citizen – subordinated religion, culture etc… • But this is a normative culturally shaped fundamental value and perspective of human beings.

31. Informal education from preschool/nursery Compromise Subordinate the collective ”not to much” moral (Lagom- ärbäst) Love of nature

32. From authority and External regulation • To Inner regulation – self regulation

33. Relation between family/home and institution. Task to cooperate with home and family – explicit task during 30- 50 to educate families and especially mothers. • Families interests a threat of the state education and fundamental values.

34. Family or state – independent schools • Family – dangerous influences

35. The 1900th century the children's century • In Sweden Astrid Lindgren more than anyone • Pippi Long stocking – free individual children in different settings • Emil /Children from the Noisy village Peasant • Bertil, The Lion hart brothers, city abandonment • Madicken social strata new values • Against violence and abuse of children • The story of the little boy and the rock/Carlsson on the roof. Part 6/8 7/8 • http://www.youtube.com/watch?v=V7wbLt-X03A • Madicken • Du ärinteklokMadicken del 5/11 • http://www.youtube.com/watch?v=X7wvPfw9Tmw