Abstract
In the framework of the theory of social representations, the study set out to examine how Finnish parents and teachers have received a major change in educational policy. Surveys on parents' and comprehensive school teachers' views of ongoing school reforms indicated that current educational discourse is structured by two different representations — a “selective” one and a “comprehensive” one-which contain two different notions of intelligence — “natural” and “sociorelativistic”. The subjects' sociai position (socioeducational status and expertise) in the educational hierarchy tended to organize their representations. The findings indicated that the different groups have different relationships to official educational policy and to the ethos of educability embodied by the school.
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Räty, H., Snellman, L. Social representations of educability. Social Psychology of Education 1, 359–373 (1998). https://doi.org/10.1007/BF02335554
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DOI: https://doi.org/10.1007/BF02335554