Welfare state peoples home social engineering and modernity
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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

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Welfare state, Peoples Home, Social engineering and Modernity

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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


  • 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


  • 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.

1950-talet important reforms

Nine year of compulsory school

1. The school became non –religious Non – denominationalAs a consecuenceaf 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.

  • 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


  • 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


    Subordinate the collective

    ”not to much” moral (Lagom- ärbäst)

    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 ärinteklokMadicken del 5/11

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

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