Discourse(s) of inclusion in adult education curricula–the case of Sweden

Abstract

This article explores historical shifts in the discourse of inclusion in the policy of Swedish Municipal Adult Education (SMAE). Drawing on Foucauldian concepts of discourse, governmentality, and subjectivity, a critical discourse analysis was conducted on the so far three existing curricula for SMAE. A positive shift in language use was established in the three historical discourses revealed in the analysis. However, the three discourses share a common feature of understanding inclusion through the perspective of ‘deficit’ and ‘othering’, as well as governing through a controlling exercise of state’s power through different demands of responsibility. The findings point to the need of a new understanding of inclusion in SMAE in which diversity and individual characteristics for learning are central concepts.