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The ‘weak pupil’ as a social representation: (re)production in dialogue between compulsory school teachers in Sweden
Dalarna University, School of Teacher Education, Educational Work.ORCID iD: 0000-0002-3000-215X
2021 (English)In: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, Vol. 24, no 3, p. 895-917Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Springer Science+Business Media B.V., 2021. Vol. 24, no 3, p. 895-917
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:du-37363DOI: 10.1007/s11218-021-09637-8ISI: 000654807100001Scopus ID: 2-s2.0-85106491763OAI: oai:DiVA.org:du-37363DiVA, id: diva2:1565960
Available from: 2021-06-14 Created: 2021-06-14 Last updated: 2024-12-11Bibliographically approved
In thesis
1. Elever som "svaga" och "starka": En studie av elevers olikheter som sociala representationer
Open this publication in new window or tab >>Elever som "svaga" och "starka": En studie av elevers olikheter som sociala representationer
2025 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overarching aim of the thesis is to deepen knowledge of how pupils’ differences are socially represented in both historical and contemporary contexts. More specifically, the thesis examines how notions of pupils’ differences are represented and classified through the talk about pupils as ‘weak’ and ‘strong’. Through the lens of social representations theory, four studies were conducted in which different methods for data collection were used. In the first study, six focus group discussions were conducted with 29 compulsory school teachers. In the second and third studies, text studies were conducted on government inquiries published between 1923 and 2019 (Study 2) and opinion pieces published in Swedish news media (Study 3). In the fourth study, interviews with visual elicitation were conducted with 12 compulsory school teachers.

The findings underscore the role of language in how pupils and differences are constructed. Representations and classifications of pupils as ‘weak’ and ‘strong’ are prevalent among teachers, in the news media and in education policy. These classifications are linked to perceptions of normality and a tripartite hierarchy, reflecting bell-curve thinking. While teachers in this study often (re)produce such hierarchies, they also challenge and resist classifications of pupils as ‘weak’. 

The findings indicate that differences are not inherent to the individual pupil but are instead socially constructed, negotiated and transformed over time. However, there are also elements of stability over time in how differences are classified and represented. The results show that ‘weak pupil’ seem to be a stable construction over the last century. However, as a social representation, it appears to be highly changeable, with the ability to accommodate various perceived problems.

In contrast to global policy frameworks, differences are largely ascribed to the individual pupil through a deficiency perspective. This thesis expands on this by introducing the concept of an “extended deficiency perspective” that not only situates perceived problems with the individual pupil but also attributes them to the perceived problems of other pupils. 

The findings of the thesis carry significant implications for educational practice, as classifying pupils as ‘weak’ places the perceived problems on the individual pupil rather than encouraging a critical examination of the structures and organisation of teaching in the school. The findings highlight the need for education practitioners and education policymakers to critically engage with the values embedded in representations and classifications that are (re)produced in daily practices within education and education-oriented institutions.

This thesis underscores that differences are not fixed or predetermined but rather acquire meaning within specific contexts, such as the school, education policy and the news media. This insight has significant implications for practice, policy and teacher education.

Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2025
Series
Dalarna Doctoral Dissertations ; 42
Keywords
Social representations, classifications, differences, hierarchising, weak pupil, strong pupil, normality, deviant, deficiency, deficiency perspective, extended deficiency perspective, temporality, visual elicitation
National Category
Educational Sciences
Identifiers
urn:nbn:se:du-49766 (URN)978-91-88679-80-2 (ISBN)
Public defence
2025-02-07, F135, campus Falun, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2024-12-20 Created: 2024-12-03 Last updated: 2024-12-20Bibliographically approved

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Friberg, Therese

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