Citizenship Education in Swedish Compulsory School Curriculum : Analysis of the 2011 Läroplan

スウェーデン　ノ　ギム　キョウイク　カテイ　ニ　オケル　シティズンシップ　キョウイク　2011ネン　バン　ラーロプラン　ノ　ブンセキ

マツモト, タイキ

Matsumoto, Taiki

オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ キョウイクガクケイ

Department of Education, Graduate School of Human Sciences, Osaka University

Based on the framework of the components of citizenship education developed by Osler and Starkey (2005), this study captures that of Swedish citizenship education in the “intended curriculum” via an analysis of the national steering document, Läroplan. A total of two parts of the compulsory education program were analyzed: the first half, in which the basic values, school mission, educational goals, and guidelines are described, and the syllabus for the social studies subjects. The analysis revealed the structure and elements that are strong in the aforementioned framework. Overall, there was a relatively high number of statements about minimum citizenship education, but a framework for maximum citizenship education is provided, for instance, where democracy is integrated as a process in school life and teaching methods. Therefore, it can be argued that such education is positioned as a whole-school approach. In social studies subjects, the aim is to learn more concrete content of citizenship, such as human rights and democracy. On the other hand, some statements emphasized the national dimension. An examination of how teachers interpret the content presented in the Läroplan and implement it in the field emerged as a future research topic.