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The school act of 1842 and emergence of mass schooling in Sweden
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SEC - Sociology of Education and Culture)ORCID iD: 0000-0003-3444-952X
2015 (English)In: Sjätte nordiska utbildningshistoriska konferense, 20-21 augusti 2015, Uppsala, 2015Conference paper, Abstract (Other academic)
Abstract [en]

The significance of the Elementary School Act of 1842 (1842 års folkskolestadga) is one of the fundamental issues in the historiography of Swedish elementary schooling. In this study, I argue that the school act did not merely confirm an already pending process, but actually resulted in a radical change. Based upon an analysis of available statistical data and the implementation of the school act in local school districts, this article claims that the school act contributed to the establishment of a school system in large parts of Sweden, and that it was the factor that triggered the spread of elementary schooling across the country during the ten-year period that followed the school act. Its impact was, however, dependent on wider societal structures. Without a number of conditions, including the organisation of the parishes, the labour of landless groups and an expanding credit system, the demands of the school act would not have been met, and the Swedish elementary school system (folkskoleväsendet) would not have been able to emerge.

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Sociology of Education
URN: urn:nbn:se:uu:diva-286854OAI: oai:DiVA.org:uu-286854DiVA: diva2:922083
Sjätte nordiska utbildningshistoriska konferense, 20-21 augusti 2015, Uppsala
Available from: 2016-04-21 Created: 2016-04-21 Last updated: 2016-04-21

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