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Åsa Broberg


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Arbetar vid Institutionen för pedagogik och didaktik
Telefon 08-120 763 87
Besöksadress Frescativägen 54
Rum 1522
Postadress Institutionen för pedagogik och didaktik 106 91 Stockholm

Om mig

Åsa Broberg är lektor i pedagogik med inriktning mot utbildningshistoria och har en bakgrund som historiker, gymnasielärare och kock. Hon disputerade 2014 på avhandlingen Utbildning på gränsen mellan skola och arbete. Pedagogisk förändring i svensk yrkesutbildning 1918-1971. Forskningsintresset rör sig kring yrkesutbildningens utmaningar. Genom ett historiskt perspektiv synliggörs bakgrunden till de problem som uppstår i en utbildning som formas i kortrycket mellan skolan och arbetslivet.


I urval från Stockholms universitets publikationsdatabas
  • 2016. Åsa Broberg. Nordic Journal of Vocational Education and Training 6 (2), 46-65

    The workshop school was a particular form of education in the Swedish vocational education system of 1918. It was established and developed over a period of 50 years before it disappeared in the upper secondary reform of 1968. The workshop school differed, in many respects, from the kind of school workshops of today where students attain most of their vocational practice. It was not unusual that the workshop schools operated as small business enterprises on the local market, even when the municipality was the organizer of the education. The wide scope of this article is about this historical phenomenon. The aim is to investigate the production as a pedagogical tool through the artefacts and spaces of the workshop school. This is done within the theoretical framework materiality of schooling, a perspective that can be described as school archaeology. City- or municipal archives hold a treasure trove of photographs and narratives from the era of workshop schools in Sweden. They reveal how production shaped the content and relations to society in a very different way from the vocational training that takes place in the modern school workshop.

  • 2016. Åsa Broberg. History of Vocational Education and Training in Europe

    The first vocational education and trainig in Sweden funded and regulated by the government came into being by way of two reforms in the early 20th century. The pedagogical imperative of this system, consisting of different types of school and education, was work. At the beginning of the 20th century work was still believed to harbour pedagogical qualities. This changed in 1971, when VET was integrated in the upper secondary school system. The point of departure for pedagogical thought shifted from the logics of work to the logics of school. In this article I illustrate this shift by examining the pedagogical practice of diligence allowance. The practice was firmly rooted in the tradition of work but did not survive the transition from work-based to school-based vocational education in 1971. The pedagogical value of diligence allowance and the renegotiation of this value are in the focus of investigation. The theoretical framework as well as the analytical tools used are inspired by Johan Asplund's concept of "figures of thought". This makes visible the pedagogical thinking and doing as an important force in the development of VET. It also provides a way to capture and describe the dynamic between two structures constitutional to modern vocational education and training - school and work. 

  • 2014. Åsa Broberg (et al.).

    The aim of this thesis is to contribute knowledge about pedagogical change in Swedish vocational education and training (VET). The study focuses on vocational schools between 1918 and 1971, and discusses the educational practices that balanced on the border between school and work. The practices under study are probation periods, production work, and “diligence allowance”. By focusing on these practices, which ceased when the vocational training was integrated with upper secondary school in 1971, this study seeks to illustrate how shifts in work and school traditions in the VET discourse are relevant to pedagogical change in vocational training. The central questions of the thesis seek to pinpoint the ways in which the traditions manifested themselves and how the pedagogical content of the educational practices were renegotiated. The study is based on extensive empirical data consisting of public enquiry reports, an organisational journal, archive material, and memory books from vocational schools from the relevant period.

    The VET discourse has been analysed using Johan Asplund’s concept of “figures of thought”. The central figures of thought in vocational training – school and work – have been used to see how the practices’ pedagogical content and aims were renegotiated. This renegotiation made it possible to adapt to school structures in a way that made these practices problematic. Consequently, they could be removed when vocational training was integrated with upper secondary school. In the period leading up to the 1950s, the pedagogical foundations were largely inspired by work practices. Thereafter, it became increasingly common for tensions between the logics and structures embedded in work and school to arise in the VET discourse. This process led to a shift in emphasis in the discourse, from the “work” figure of thought to the “school” figure of thought.

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Senast uppdaterad: 14 augusti 2018

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