Børneperspektiver på folkeskolereformen - en ny ramme for deltagelse og medbestemmelse?

Liv Petruska Saalbach Holse & Nathalie Perregaard

Studenteropgave: Speciale


This thesis examines school children’s opportunity for participation in their everyday life. With Ruth Lister's theoretical concept "lived citizenship" we adopt a broad perspective of citizenship. Instead of a primary focus on universal citizenship rights, this broad perspective takes into account the individual’s experience of participation and involvement in a democracy. We are particularly interested in school children’s experience of participation as they on a societal level are regarded as future citizens and workers, and thus are generally excluded from the citizenship discussion as a consequence of their age. The current Danish school reform changes the conditions for students' citizenship learning, by focusing on higher professionalism and by requiring more cooperation with the civil society. Why we examine if and how these conditions affect pupils’ opportunity to participate. The empirical foundation is two case studies based on observations, group interviews and individual interviews with pupils from two primary schools in the Copenhagen area, which have established cooperation with the civil society. Inspired by Bourdieu's field analytical approach, the thesis emphasises the importance of the students' habitus and capital stock in relation to participation and degree of membership in primary schools in general, and in particular, in the new teaching programs undertaken by the civil society. Based on the qualitative analysis, we conclude that the informants react differently to the general disempowerment from the school authorities, depending on their respective forms of capital. The students, who submit to the public school structures and use their formal rights to join the student council, achieve a degree of influence. Students, who do not have a school-oriented habitus, exercise a form of resistance to school field structures by seeking recognition and communities outside the school setting. By introducing new teachers, new physical environment and a greater attention to social learning, the open school initiative confronts established standards and the professionalism rationale, which are dominating the teaching situation on an everyday basis. This confrontation can potentially open up for inclusion of more students, because they are recognized for their special skills that are not necessarily suited to the school's normal format.

UddannelserSocialvidenskab, (Bachelor/kandidatuddannelse) Kandidat
Udgivelsesdato1 aug. 2015
VejledereHanne Warming


  • participation
  • børn
  • education
  • citizenship
  • medborgerskab
  • folkeskolereform
  • deltagelse
  • levet medborgerskab
  • democracy
  • demokrati
  • Gerard Delanty
  • lived citizenship
  • Pierre Bourdieu
  • children
  • uddannelse
  • Ruth Lister
  • medbestemmelse
  • folkeskole
  • elever