[This abstract is copied from the original project] Abstract The basis of this project stems from the gradually increasing institutionalization in the Danish public school system, called the “folkeskole”. This institutionalization is a result of one of the latest developments in the Danish society. The latest development is embodied in a reform called “folkeskolereformen” which was implemented in August 2014. The purpose of this project is therefore to examine; how the socialization in the folkeskole is affected by this aforementioned institutionalization. The examination is based on two interviews of two teachers. Teachers have a day-to-day interaction with their pupils. Therefore we get a thorough perspective on how the pupils have developed and how they are affected by the institutionalization. The examination is analyzed in a theoretical manner where Pierre Bourdieu and Lars Denciks theories are applied. The results of this analysis are thereafter discussed and reevaluated on the count of two different articles with different opinions about the Danish folkeskole. In conclusion the results from the analysis and the discussion show that the socialization in the Danish folkeskole has changed in recent years. Presently the folkeskole is fulfilling more functions of socialization than it used to. The teachers believe that the parents partially neglect raising their children. Therefore the teachers feel obligated to take on the role of caretaker and because of this they feel burdened. Supportive lessons, in danish “understøttende undervisning”, is a new concept which potentially can help the folkeskoler (schools) to manage this “need of socialization”.
|Uddannelser||Basis - Samfundsvidenskabelig Bacheloruddannelse, (Bachelor uddannelse) Basis|
|Udgivelsesdato||20 dec. 2015|