Fra arbeidsfellesskap til et mangfoldig læringsfellesskap: En analyse av begrepet fellesskap i Generell del av læreplanen fra 1997 (L97) og Overordnet del i gjeldende læreplanverk (LK20)

Abstract

The article presents an analysis of community in “Core curriculum” from 1997 (L97) and “Core curriculum – values and principles for primary and secondary education” from current curriculum (LK20). Requests to build an inclusive and diverse community in school are constantly encountered in various public documents. Therefore, we find it relevant to examine what is the basis of the community according to the expired Core Curriculum and current Core Curriculum. The examination of the documents is inspired by critical discourse analysis as a method and is based on Tjora’s (2018) theoretical framework. By analysing and cate56 Margarita Olnova og Torild Marie Olsen gorizing formulations with the word community in the material, we find two keywords work and common. Further analysis shows a development from working community in “Core Curriculum” from 1997 to diverse learning community in “Core Curriculum” in LK20. While in the expired Core Curriculum it was primarily the pupils who were assigned responsibility for submitting to communities based on established cultural frameworks, the teachers’ responsibility to take account of the individual pupil in the meeting with the community is pointed out in current “Core curriculum” (LK20). Teachers are thus given a double task – to build a community in the school and acknowledge every pupil.