In Sweden a new 'third way' welfarist society has led to the
education system being exposed to market forces and successive
waves of privatisation and this new commercial education can be
characterised as a commodity in the market place. The schools have
been transformed from being amongst the most highly regulated
education systems in the world to being amongst the least
regulated. Education and the commodity problem uses ethnographic
research to investigate and describe what is often termed a changed
root-metaphor of schooling in Sweden. Here control over the
curriculum has changed from the State to the individual in a
situation where students are, with help and guidance from teachers,
to look for their own knowledge, and to a degree, choose their own
educational content and to develop a lust for life-long learning.
This change is sometimes referred to as one from a transmission
curriculum to a constructivist one. But the book shows that the
change is neither straightforward nor unproblematic. Education and
the commodity problem is based on a series of related ethnographic
investigations carried out over a long period of time. It has
suggested that educational institutions are places where knowledge
and learning can appear with both 'use-value' and commoditised
forms, as the accumulation of educational capital. It also
describes the problems that can be associated with the commodity
form of education value in practice and the meaning and
significance of these developments as a characterisation of
globalisation processes and the de-regulation of State
intervention.
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