A Society and a Social Science Discipline in Transformation : A qualitative document analysis on the Swedish curriculum

This study examines political policy documents for the Swedish upper secondary school. The materials explored in this study are the current curriculum Gy11 as well as the future curriculum Gy25. Gy11 and Gy25’s subject plan for Social Studies is also processed. The purpose of this study is to develop a deeper understanding of the changes in the content and formulations of the policy documents, considering the Gy25 reform being implemented soon in Sweden. Two research questions were used to fulfill the purpose of the study. The first question in the research concerns the change in the content and wording of the Gy11 and Gy25 curriculum. The second question focuses on changes in the content and formulations of the subject plans for Social Studies. A qualitative thematic document analysis method has been used to answer the questions of the study. Curriculum theory is the theoretical framework of this study. Tomas Englund’s curriculum theory framework, his concept of the "civic curriculum code" and educational conceptions, has been used to gain a deeper understanding of the policy documents. The civic curriculum code consists of three political conceptions: patriarchal, scientific-rational, and democratic conception. How politicians’ views or their conceptions of Social studies influence the content and formulations of the policy documents and the Social Studies subject itself. The results show little change made to the content and wording of the curriculum. One type of schooling receives a new name, and the curriculum is revised to align with the new subject structure introduced in the reform Gy25. The qualitative thematic document analysis reveals that there are extensive changes in the content and wording of the Social Studies subject plan. The results indicate that the subject plan has been adapted to the new level-based system. Words have been replaced to fit the new structure. The underlying political conceptions of the policymakers have shifted. Results show that the changed conceptions of the Social Studies subject influence the content and formulations of the policy documents. The results show that the core subjects and the subject description of Social Studies have changed in the subject plan. In the Gy25 subject plan, there is a clearer focus on democracy as a form of government and less emphasis on scientificity and objectivity. Changes in the school’s policy documents affect the operator who uses these documents in their professional practice. This study can be particularly useful for Social Studies teachers seeking a deeper understanding of curriculum and subject plan changes from an educational policy perspective ahead of the Gy25 reform.