Welfare state, Peoples Home, Social engineering and Modernity

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

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

• 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

• 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

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.

• Stockholm exhibition 1930

• Functionalism – social engineering

• Conformity, standard, middle Swede

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

Modernity

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

• BUT

• 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

Issue for the state

• Break from traditional life – how to create community among modern people?

• 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.

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!

• 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

Recapitulate School in Sweden

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

• 1842 general and compulsory

• Church• Faithfulness• Subordination• Patriotism/nationalism

• Along with conservative ideals and liberal since school was supposed to be general – for everyone

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

• 1919 after first world war – the first syllabus

• Raise for peace

• From religion, God and faithfulness – to democratic values – citizen virtues

• 1946 after second world war even stronger emphasis on

• Liberated, peaceful, rational responsible citizens with the capacity of critical reflection and evaluation.

Nine year of compulsory school

1. The school became non –religious Non – denominationalAs a consecuence af 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.

1950-talet important reforms

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

Human capital

• Well educated work craft main issue

• Objectivity and open approches

• Equivalent

• Accessible to everyone no matter which background gender, geographical situation, economical, etc.

• 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

• 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

recapitulate

• The upbringing of loyal citizens a school in democracy

• How is it done?

• 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

• One example - Religion

• National curriculum 176

• One morning with Mohammed and Christina – their discussion about how to handle Ramadan

• The hidden , informal education

• The hidden curriculum

• To take responsibility, decide, make decisions about your own life

• Middle class – academic values

• 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.

• Informal education from preschool/nursery

CompromiseSubordinate the collective”not to much” moral (Lagom- är bäst)Love of nature

• From authority and External regulation

• To Inner regulation – self regulation

• 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.

• Family or state – independent schools

• Family – dangerous influences

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 är inte klok Madicken del 5/11

• http://www.youtube.com/watch?v=X7wvPfw9Tmw