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In education we trust: on handling the COVID-19 Pandemic in the Swedish welfare state
Keeping schools open was an active strategy in Sweden to meet the threats of the COVID-19 pandemic. In this article we analyze how a collection of welfare state agents with different tasks, resources and interests in interaction formed an assemblage in their responses to the pandemic and how educati...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Fachmedien Wiesbaden
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7927774/ https://www.ncbi.nlm.nih.gov/pubmed/33686342 http://dx.doi.org/10.1007/s11618-021-01001-y |
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author | Lindblad, Sverker Lindqvist, Anders Runesdotter, Caroline Wärvik, Gun-Britt |
author_facet | Lindblad, Sverker Lindqvist, Anders Runesdotter, Caroline Wärvik, Gun-Britt |
author_sort | Lindblad, Sverker |
collection | PubMed |
description | Keeping schools open was an active strategy in Sweden to meet the threats of the COVID-19 pandemic. In this article we analyze how a collection of welfare state agents with different tasks, resources and interests in interaction formed an assemblage in their responses to the pandemic and how education thereby became part of a strategy to keep the society going. The inquiries concern what this tells us about education as framed and constrained as a part of society. Our observations are based on statements presented by the government and public agencies, mass media and websites. We identified an assemblage of interwoven agents such as institutions, laws, regulations and recommendations, pandemic manuals, statistics and media. All these were brought together by actions and ideas to handle a pandemic when there were no preventive vaccines. The overarching principle was to educate the population to competent actions in dealing with the pandemic. To keep schools open was part of that principle combined with caretaking ambitions. This assemblage looked like a centralistic machine but it was not; risks were pushed back to local authorities and schools. In conclusion, we note that education is vital in the overarching strategy to deal with the pandemic in Sweden in terms of trust in people and governmentality. |
format | Online Article Text |
id | pubmed-7927774 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Springer Fachmedien Wiesbaden |
record_format | MEDLINE/PubMed |
spelling | pubmed-79277742021-03-04 In education we trust: on handling the COVID-19 Pandemic in the Swedish welfare state Lindblad, Sverker Lindqvist, Anders Runesdotter, Caroline Wärvik, Gun-Britt Z Erziehwiss Schwerpunkt Keeping schools open was an active strategy in Sweden to meet the threats of the COVID-19 pandemic. In this article we analyze how a collection of welfare state agents with different tasks, resources and interests in interaction formed an assemblage in their responses to the pandemic and how education thereby became part of a strategy to keep the society going. The inquiries concern what this tells us about education as framed and constrained as a part of society. Our observations are based on statements presented by the government and public agencies, mass media and websites. We identified an assemblage of interwoven agents such as institutions, laws, regulations and recommendations, pandemic manuals, statistics and media. All these were brought together by actions and ideas to handle a pandemic when there were no preventive vaccines. The overarching principle was to educate the population to competent actions in dealing with the pandemic. To keep schools open was part of that principle combined with caretaking ambitions. This assemblage looked like a centralistic machine but it was not; risks were pushed back to local authorities and schools. In conclusion, we note that education is vital in the overarching strategy to deal with the pandemic in Sweden in terms of trust in people and governmentality. Springer Fachmedien Wiesbaden 2021-03-03 2021 /pmc/articles/PMC7927774/ /pubmed/33686342 http://dx.doi.org/10.1007/s11618-021-01001-y Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Schwerpunkt Lindblad, Sverker Lindqvist, Anders Runesdotter, Caroline Wärvik, Gun-Britt In education we trust: on handling the COVID-19 Pandemic in the Swedish welfare state |
title | In education we trust: on handling the COVID-19 Pandemic in the Swedish welfare state |
title_full | In education we trust: on handling the COVID-19 Pandemic in the Swedish welfare state |
title_fullStr | In education we trust: on handling the COVID-19 Pandemic in the Swedish welfare state |
title_full_unstemmed | In education we trust: on handling the COVID-19 Pandemic in the Swedish welfare state |
title_short | In education we trust: on handling the COVID-19 Pandemic in the Swedish welfare state |
title_sort | in education we trust: on handling the covid-19 pandemic in the swedish welfare state |
topic | Schwerpunkt |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7927774/ https://www.ncbi.nlm.nih.gov/pubmed/33686342 http://dx.doi.org/10.1007/s11618-021-01001-y |
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