The upcoming new public school reform of the Danish public school, which will become effective autumn 2014, will heighten the obligatory amount of hours Danish pupils will have to attend school per week. This project examines which possible implications the reform could have on the societal conditions of young Danes and furthermore how it could affect the possibility of the pupils to construct a desirable social identity. We conducted an interview with the head of administration in a public school and performed a focus group interview with a group of eight graders at another public school. Through an analysis of these interviews we found, that when the school absorbs a greater amount of the time which pupils today use to attend cultural and sports activities, they also minimize the amount of places where pupils can gather non-school related experiences. We argue that the loss of these non-school related experiences will pose a problem especially for those pupils who does not excel socially or academically. Additionally, we try to shed light on the societal conditions the pupil needs to be able to cope with, in order to function in today’s society. We argue that the increased time pupils have to attend school will minimize the pupil’s exposure to society’s conditions. Whether this decrease in exposure to societal conditions will prepare pupils for life after school or deny them important experiences in navigating the late modern society, is left unknown. The actual implications of the reform are of course yet unknown, but based on our findings we believe that our project give an indication on where the new public school reform could prove to be problematic, especially for those pupils that doesn’t thrive socially.
|Uddannelser||Basis - Humanistisk Bacheloruddannelse, (Bachelor uddannelse) Basis|
|Udgivelsesdato||1 jun. 2014|
- Den nye folkeskolereform