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| 23. |
- Beach, Dennis
(författare)
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Reviews : Children, Media and Education: Knud Jensen and Stephen Walker, Education, Democracy and Discourse, Continuum Studies in Education.
- 2010
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Ingår i: International Sociology. - : Sage Publications. - 0268-5809 .- 1461-7242. ; 25:2, s. 244-247
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- Education, Democracy and Discourse comprises 10 chapters, which describe a destructive and alienating process of marketization and commoditization of educational spaces and practices that undermines the professional status and culture of teachers as public sector workers and is contributing to the destruction of possibilities for educational equality and democracy. These are important issues of interest to education workers and researchers as well as research and undergraduate students in education sciences and the sociology, politics and economics of education respectively. Although the book does not present anything significantly new to these fields, it is a well-packaged and interesting read that explodes a number of myths about education as a stable democratic entity and a common social good. Education is seen as an outcome of a resolution of different economic, social, productive, ideological and other cultural forces, constantly in flux, and an instrument of class rule mediated by discourses that are imbued with a bourgeois caste spirit; these normalize education as a basis for the supply of able workers for the capitalist economy in the interest of profit.
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| 24. |
- Beach, Dennis, 1956-
(författare)
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Schools, inclusion, and life opportunities in rural areas with/in metrocentric policies of education market governance : Keynote presentation: Congreso Internacional en Educación Inclusiva, Entornos Rurales y Reto Demográfico, celebrado los días 17 de noviembre en Soria y Berlanga de Duero
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Using a meta-ethnographic analysis this keynote presentation identifies how rural educational ethnographic researchers have depicted school experiences, curriculum content, and teaching in rural schools and the interests in which these things may operate. How capitalist organizations and entrepreneurs seek out and target natural/geo-capital in profit interests in rural areas, and encourage state investment in local agglomeration to allow them to first create public interest and attract a labour force which they then later freely abandon responsibility for is a key point. Other results concern how rural schools follow a standard banking approach to the national curriculum that marginalizes local rural knowledge, obfuscates structural domination in rural areas, and normalizes the exploitation and later abandonment of workers and existential and environmental conditions in rural areas. Rural populations are schooled rather than educated and empowered in this sense through a normative curriculum that reflects and supports the interests of a predominantly urban and often global capitalist elite. However, though few examples have been identified in the research thus far, teachers and students can transcend these conditions and produce a more micro-revolutionary local curriculum, which the narrative also touches upon. Tourism represents a relatively new feature of capitalist agglomeration and exploitation in rural places, which is also normalized by schooling in capitalist interests there. The keynote questions finally whether we can talk about rural schools under these circumstances, or whether we should make it very clear that schools in rural places exist and function primarily in hegemonic metro-centric largely urban capitalist interests.
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| 25. |
- Beach, Dennis
(författare)
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The deceptive imagination and ethnographic writing
- 2006
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Ingår i: Researching education policy: Ethnographic experiences. - : London: Tufnell Press. - 1872767621 - 9781872767628 ; , s. 74-94
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 28. |
- Beach, Dennis, 1956-
(författare)
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The theory and practice of increasing educational inclusion: Understanding the absence of education justice in the expansion and integration of Nordic education systems using Sweden as a main example : Keynote presentation: Inclusion & Educational Justice Konferenz zum Internationalen Tag der Menschenrechte 2022an der Goethe-Universität Frankfurt am 10. Dezember 2022
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Based on the method of immanent criticism using a political text analysis of reforms for education inclusion from a country in one of the regions of the world that is most often identified as iconic in these respects together with a research outcome analyses based on meta-ethnography, the present keynote will explore 70 years of education inclusion reforms in the Nordic countries, using Sweden as a main example. The presentation will show and discuss:1. The massive contrast between discursive drivers of reform and reform outcomes in the Nordic countries relating to system expansion and school inclusion 2. The mythology of justice through education inclusion within a material reality of cultural domination and the use of symbolic violence and how 3. Despite the expressed aims of reform, objective chances in the education system had remained tightly circumscribed by class origins, place of domicile, physical or intellectual disabilities and impossible to address by system integration only The main conclusions presented in the end of the keynote reflect and deepen understandings of these three points. They describe how reforms have been potentially inauthentic by first producing decades of unbroken injustice and exploitation through broadened inclusion, before then (subsequent to the introduction of market governance and private schooling) later even adding to injustice, by extending the differential effects of schooling along the lines of consumer capital and allowing the exploitation of public service workers and resources in the creation of private profit by new private school owners. Features of cultural dominance and symbolic violence to drive economic exploitation and uneven accumulations of capital characterise inclusion in education systems in these circumstances, not the creation of equality of opportunity or educational justice.
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| 29. |
- Carlén, Margareta, et al.
(författare)
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Nya former av samverkan : I vems intresse? En studie av utbildning, strategier och viljan att förändra i byggbranschen
- 2009
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Vuxenutbildning, kompetensutveckling och livslångt lärande beskrivs ofta i dag som en förutsättning för att hänga med i dagens och framförallt morgondagens samhälle. Det beskrivs även som en tillväxtmotor för att det egna landet ska kunna stå sig i den internationella konkurrensen (Dale,1997). Den som inte tar ansvar för det livslånga, livsvida eller livsdjupa lärandet (kärt barn har många namn) riskerar att marginaliseras eller hamna hjälplöst efter. För att undvika detta gäller det att få med alla, inte minst de som blivit förfördelade sedan tidigare. Då handlar det om LO-kollektivet i allmänhet och Byggnads medlemmar i synnerhet. Det var just byggnadsarbetarna som var den grupp som var svårast att rekrytera till Kunskapslyftet (Lander, R. & Larsson, M, 1999; SOU, 2000:28) trots att det rådde en extremt hög arbetslöshet i branschen under den tid som den stora vuxenutbildningssatsningen pågick. Här kommer vi att rikta fokus på utbildningar som flera av denna svårrekryterade grupp faktiskt deltar i – de fackliga utbildningarna. Dessa har en tydlig koppling till arbetslivet, men syftet är inte i första hand att främja den ekonomiska tillväxten, utan att deltagarna ska rusta sig för att företräda sina arbetskamrater för ett demokratiskt och hållbart arbetsliv.
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