FRAMTIDENS SNICKARE OCH DÅTIDENS BEBYGGELSE Bygg- och anläggningsprogrammets förhållningssätt till varsamhetskravet

Abstract

The thesis aims to examine the building and construction program in Swedish upper secondary school and in what ways the education of the program relates to the precautionary requirement in the Swedish Planning and Building Act. In order to do this, the questions “In what ways does the construction program and its building construction specialization relate to the Swedish Planning and Building Act’s precautionary requirements (SFS 2010:900, 8:17)? What are the factors that affect how the education relates to the precautionary requirements?” are asked. Curricula, textbooks and the results of a questionnaire study with 97 vocational teachers are studied, based on how they relate to the precautionary requirement and what they express about building traditions, cultural-historical values etc. The empirical material is analyzed and related to each other, as well as to Laclau and Mouffe's discourse theory and to theories of curricula, learning and knowledge. The analysis states a lack of formulations regarding the precautionary requirement and cultural-historical values in the curricula and notes differences in how the textbooks interpret the curricula and relate to the theories about curricula and learning. Furthermore, the analysis of the questionnaire study answers notes different approaches to historical buildings and the precautionary requirement, which are interpreted from a discourse theoretical perspective. The conclusion of the thesis is that many factors play a role in whether and how the education relates to the precautionary requirement. These factors include workplace-based learning within the education, the students' interest, teachers’ approaches to the precautionary requirement and interpretation of policy instruments and the choice of teaching material.