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Title [sv]
Vad händer med skolan när barnkonventionen blir lag?
Title [en]
What Happens with Education when the Convention on the Rights of the Child becomes Law
Abstract [sv]
Från och med den 1 januari 2020 är FN:s konvention om barnets rättigheter svensk lag. Barnkonventionen, som den ofta kallas, har föregåtts av en remissrunda där svaren från olika organisationer återspeglar skilda uppfattningar. Medan en del välkomnar beslutet och betonar vikten av att barns rättigheter ges större juridisk tyngd, så varnar andra för bristande förutsägbarhet och att många fall nu kommer behöva lösas i domstol. Vad som faktiskt kommer att hända är en öppen fråga. Det som däremot är uppenbart är att beslutet, för den svenska skolan innebär ytterligare ett steg av juridifiering där den juridiska inramningen av skolan, särskilt under det senaste decenniet, redan har varit föremål för stora förändringar. Syftet med projektet är att bidra med kunskap om vad som händer när barnkonventionen iscensätts på olika nivåer i det svenska skolväsendet. I projektet förstås barnkonventionen som ett fall av juridifiering, vilket i generell mening innebär att en situation eller fråga ges rättslig eller förändrad rättslig karaktär. För att besvara syftet används ett begreppsligt ramverk som har utvecklats för att analysera relationen mellan juridifiering och utbildning. Två delstudier genomförs, en med fokus på nationell nivå (tre skolmyndigheter) och en på lokal nivå (tre kommuner och två grundskolor i varje). Metoderna som används är textanalys och intervju.
Abstract [en]
The Convention on the Rights of the Child became Swedish law on the 1st of January 2020. It was preceded by a process during which stakeholder bodies expressed different views. While some have welcomed the decision and emphasized the importance of children's rights being given greater legal weight, others have warned of unpredictability, and that many court cases will now be required. It is clear, however, that for Swedish schools, the decision to give the Convention the status of law represents another step of juridification where the legal framing of education has already been subject to major changes, especially in the last decade. The purpose of this project is to contribute knowledge on what happens when the Convention on the Rights of the Child is enacted at different levels of the Swedish school system. In this study, the Convention on the Rights of the Child is understood as a case of juridification, which broadly means that a situation or an issue takes on a legal or a changed legal character. To answer the purpose, the project uses a conceptual framework that has been developed to analyse the relation between juridification and education. Two studies are conducted, one focusing on the school system at the national level (three school authorities) and one on the local level (three municipalities with two compulsory schools in each municipality). The methods used are text analysis and interviews.
Publications (1 of 1) Show all publications
Arneback, E. & Lerwall, L. (2025). Different forms of juridification: an Analysis of two cases in Swedish Education Law. Journal of education policy
Open this publication in new window or tab >>Different forms of juridification: an Analysis of two cases in Swedish Education Law
2025 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article explores the phenomenon of juridification in education with a focus on Swedish education law. Two key legislative areas are analysed: regulations on the discrimination and degrading treatment of students (DDT) and the incorporation of the United Nations Convention on the Rights of the Child (CRC) into Swedish law. Using Blichner and Molander’s (2008) framework for the dimensions of juridification with an additional dimension by Rosén, Arneback, and Bergh (2021), the article examines how the laws manifest different forms of juridification within the educational system. The findings reveal distinct patterns, with DDT representing an accountability-oriented juridification characterised by detailed legal obligations and enforcement mechanisms, while CRC exemplifies an elusive juridification with a symbolic legal status and uncertainty regarding how the law should be enacted and implemented. The study highlights the complexities of the juridification of and in education and the implications for legal and pedagogical practices, contributing to a nuanced understanding of how law reshapes educational contexts.
Place, publisher, year, edition, pages
Routledge, 2025
Keywords
Juridification, education, law, conceptualisation, discrimination and degrading treatment, convention on the rights of the child
National Category
Pedagogy Other Legal Research
Research subject
Education; Public Law
Identifiers
urn:nbn:se:uu:diva-555932 (URN)10.1080/02680939.2025.2498891 (DOI)
Funder
Riksbankens Jubileumsfond, P21-0148
Available from: 2025-05-06 Created: 2025-05-06 Last updated: 2025-05-07
Lerwall, Lotta
Englund, Tomas
Arneback, Emma
Bergh, Andreas
Principal InvestigatorBergh, Andreas
Coordinating organisation
Uppsala University
Funder
Period
2022-01-01 － 2024-12-31
National Category
Pedagogy
Identifiers
DiVA, id: project:9322Project, id: P21-0148_RJ

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