Språk, inkludering och elevroller i styrdokument : en diskursanalys av svenskämnets formuleringar i Gy25

Sammanfattning

This study examines how linguistic adaptation, inclusion, and student diversity are constructed in the Swedish national curriculum from 2025 for upper secondary education (Gy25), with a particular focus on the subject syllabus for Swedish. The aim is to analyse the assumptions about language, learning, and student roles embedded in the curriculum text. The analysis is based on a qualitative text analysis with elements of critical discourse analysis. Selected sections of the curriculum, including the general aims and the subject syllabus for Swedish, constitute the primary material. The analysis focuses on key concepts, modal expressions, and how students and language are represented in the policy text. The results indicate that language is constructed as a central, norm-governed competence that students are expected to develop through education. At the same time, the curriculum emphasises inclusion and the need to adapt teaching to students’ different conditions. The analysis suggests that the curriculum contains a tension between inclusive ideals and established linguistic norms that students are expected to meet. The study highlights how curriculum texts contribute to shaping assumptions about language, participation, and student roles in the Swedish subject.