| 1. |
- Englund, Tomas, 1946-, et al.
(author)
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Bringing professional resposibility back in, in a climate of accountability
- 2010
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Conference paper (peer-reviewed)abstract
- Research on how higher education institutions work with professional formation indicates that insufficient attention is currently paid to issues of professional responsibility and ethics. In the light of such findings, there is increasing concern about issues related to learning professional responsibility. This article concentrates on different meanings given to professional responsibility. Drawing on the ideas of ‘social trustee professionalism’ and the recent rhetoric and practices of New Public Management, the concept of professional responsibility is deconstructed and discussed in the light of the logics and implications generated by the use of the concepts of professional ‘responsibility’ and ‘accountability’. The analysis shows that mechanisms of accountability seem to be ‘triumphing’ over responsibility in today’s governance systems. It is argued that we need to ‘bring professional responsibility back in’, to ensure that moral and societal responsibilities become the driving force for professional performance, while accounting systems support the overall purpose of professional practice.
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| 2. |
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| 3. |
- Englund, Tomas, 1946-
(author)
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Didaktisk renässans?
- 2008
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In: Pedagogisk forskning i Sverige. - Stockholm : Stockholms universitets förlag. - 1401-6788 .- 2001-3345. ; 13:4, s. 291-295
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Journal article (peer-reviewed)abstract
- Artikeln innehåller några kritiska reflektioner av lärarutbildningsutredningen och ställer frågor om innebörden i den didaktiska revitalisering som föreslås av utredningen.
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| 4. |
- Englund, Tomas, 1946-
(author)
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Formation of school subjects as curriculum content : patterns and structures
- 2010
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In: NERA congress Malmö March 2010.
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Conference paper (peer-reviewed)abstract
- To show that curriculum content is always socially constructed and might be a result of struggling social forces giving way for different interpretations, interpretations that lean on different political and ideological visions, but also that curriculum and school subjects in practice are interpreted, designed and performed by unique teachers in ways that we might try to characterize for further comparisons anmd evaluations.
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| 5. |
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| 6. |
- Englund, Tomas, 1946-
(author)
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New trends in Swedish educational research
- 2006
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In: Scandinavian Journal of Educational Research. - Oxfordshire, UK : Routledge. - 0031-3831 .- 1470-1170. ; 50:4, s. 383-396
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Journal article (peer-reviewed)abstract
- What new tendencies can be made out in Swedish educational research in the last three decades? Briefly, the following developments are described: In the 1970s, a long-prevailing emphasis on quantitative research was challenged by a number of different qualitative methods. Traditional sociology of education, meanwhile, was challenged by the new sociology of education. During the1980s, the dominant trend was a ‘‘didacticisation’’ of educational research, and here two main strands can be discerned, based in phenomenography and curriculum theory. Didactics very soon made its presence felt in educational policy, and in a major evaluation of Swedish educational research the two largely didactics-based traditions of ‘‘teaching and learning’’ and ‘‘curriculum theory’’ were identified as internationally the most significant. In the 1990s, educational research took a ‘‘linguistic turn’’—involving a wide-ranging shift in emphasis towards language and communication—with the result that new perspectives emerged. In addition, the philosophy of education experienced a powerful renaissance, partly as a reflection of the new focus on language and communication, but also in other respects, leading to a reawakening of interest in both classical and modern philosophy (of education).
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| 7. |
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| 8. |
- Englund, Tomas, 1946-
(author)
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Questioning the parental right to educational authority - arguments for a pluralist public education system
- 2010
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In: Education Inquiry. - Umeå : Umeå School of Education. - 2000-4508. ; 1:3, s. 235-258
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Journal article (peer-reviewed)abstract
- What could the principle of a parental right to educational authority mean for democracy in the long run? Taking its starting point in three models of educational authority, this article questions the current permissive attitude to a parental right in this area. It does so in the light of the shortcomings of such a right with regard to pluralism in education for each child and a development towards a democracy with deliberative qualities, which is used here as a normative point of reference. The article develops three arguments for a common pluralist public education system for the public good and analyses different ways in which the parental right to educational authority has been legitimised as a basis for creating independent schools. It also highlights the neglect of the role of political socialisation in political philosophy, while raising the question of whether it is possible to create a deliberative democracy without future citizens growing into a deliberative culture, with schools serving as the crucial intermediate institution.
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| 9. |
- Englund, Tomas, 1946-
(author)
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The general school system as a universal or a particular institution and its role in the formation of social capital
- 2009
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In: Scandinavian Journal of Educational Research. - London, Unitd Kingdom : Routledge. - 0031-3831 .- 1470-1170. ; 53:1, s. 17-33
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Journal article (peer-reviewed)abstract
- In recent decades, the concept of social capital has had an enormous impact on the social scientific debate, primarily through the works of Robert Putnam (1993, 2000). My view is that, despite its vagueness and the difficulties involved in operationalizing it, the concept expresses a distinction that is of significance for the maintenance and depth of democracy in different societies. At the same time, I am not convinced by the overarching thesis which Putnam puts forward concerning the fundamental role of associations and social networks in the creation of social capital. In this article I apply and develop further the views and the critique of Putnam put forward by, among others, Bo Rothstein (2005), relating to the role of what are termed universal institutions, and primarily of one such institution, the general school system, in creating social capital. My discussion gradually homes in on Swedish society and the changes it has undergone in recent decades. I also examine Rothstein’s term “universal institution” with reference to the Swedish compulsory school system.
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