| 51. |
- Ekman, Joakim
(författare)
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Turkskräck eller bristen på demokrati? : EU-medborgarna och Turkiet
- 2007
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Annan publikation (populärvet., debatt m.m.)abstract
- Sedan 1999 är Turkiet ett officiellt EU-kandidatland. Men hur ser de vanliga européerna på frågan om ett framtida Turkiskt medlemskap i unionen? Uppfattas Turkiet som en självklar del av Europa? I denna artikel undersöks det motstånd eller den misstänksamhet som finns bland EU-medborgarna mot ett turkiskt medlemskap: betraktas Turkiet som ett alltför fattigt land, eller är det snarare bristen på demokrati och respekt för de mänskliga rättigheterna som är problemet?
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| 52. |
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Enacting equity in education : towards a comparison of equitable practices in different European local contexts
- 2006
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This report is the outcome of a working network coordinated by Lázaro Moreno Herrera at Örebro University, Sweden, which included researchers from different European countries. Is also a result from a research project funded by The Swedish Research Council. “Enacting Equity in Europe: Towards a Comparison of Equitable Practices in Different Local Contexts” presents social aspects of the educational policies of the end of the 1990s and the early 2000s in different European countries. The traditional egalitarian ethos and structure of the elementary schooling is today challenged in different ways by the arising managerialism in educational institutions. Equality is regarded by the authors as a dimension of social justice which is worth to strive for as a basic condition for the democratic sustainability of the society. The report presents different approaches and practices in pursuit of equity in education. The cases are from Belgium, Britain Finland, France and Sweden.
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| 53. |
- Englund, Tomas, 1946-, et al.
(författare)
-
Bringing professional resposibility back in, in a climate of accountability
- 2010
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Konferensbidrag (refereegranskat)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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| 54. |
- Englund, Tomas
(författare)
-
Creating responsible citizenship and professional responsibility through deliberative communication in higher education
- 2008
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Konferensbidrag (refereegranskat)abstract
- How can higher and professional education contribute to the development of responsible citizenship and professional responsibility? In recent discussions on the role of the educational system, the idea of ”deliberative communication” has been brought into focus. The idea of deliberative communication is closely related to the idea of deliberative democracy (mainly developed by political scientists in US and by Jürgen Habermas) and stands for communication in which different opinions and values can be set against each other in educational settings. It implies an endeavour by each individual to develop his or her view by listening, deliberating, seeking arguments and valuing, coupled to a collective and cooperative endeavour to find values and norms which everyone can accept, at the same time as pluralism is acknowledged. Current advocates of deliberation stress the presence of different views or arguments, which are to be put against each other. Two or more different views on a subject are proposed by persons who confront each other, but with an openness in the argumentation. Deliberative processes especially emphasize socialization to responsible citizenship and that the exercising of a citizenship must be in focus. Within higher education deliberative communication might explicitly be used to develop professional responsibility and analysing consequences of different ways of solving problems. To what extent are and can universities become public spaces for encounters dealing with controversial questions of how to solve different problems and analyse different ways of professional acting? Can universities recreate their selective traditions, “institutionalize dissensus”, and “make the university a site of public debate” through deliberative communication?
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| 55. |
- Englund, Tomas, et al.
(författare)
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Deliberative communication for sustainability? : A Habermas-inspired pluralistic approach
- 2008
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Ingår i: Sustainability and security within liberal societies. - London : Routledge. - 9780415955829 ; , s. 29-45
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of the chapter is to develop Jürgen Habermas's idea of deliberation into a model of deliberative communication in relation to issues of sustainable development and security education
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| 56. |
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| 57. |
- Englund, Tomas, 1946-
(författare)
-
Didaktisk renässans?
- 2008
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Ingår i: Pedagogisk forskning i Sverige. - Stockholm : Stockholms universitets förlag. - 1401-6788 .- 2001-3345. ; 13:4, s. 291-295
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Tidskriftsartikel (refereegranskat)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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| 58. |
- Englund, Tomas, et al.
(författare)
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Educating towards civic and professional responsibility : the future of higher education?
- 2008
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Ingår i: Utbildning och Demokrati. - Örebro : Örebro universitet. - 1102-6472 .- 2001-7316. ; 17:2, s. 5-12
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This special issue of Education & Democracy – Journal of Didactics and Educational Policy (in Swedish: Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitik) is dedicated to the challenges raised by current conditions in higher education when it comes to promoting civic and professional responsibility. The four articles emerged from a collaboration between research centres in Örebro and Oslo, initiated at the NERA Conference in Copenhagen in 2003, which has been followedup with seminar meetings and presentations, most recently at the NERA Conference in Copenhagen and the ISA Conference in Oslo, both in 2008. Our shared ambition has been to interrogate and critically discuss central aspects of the recent development of mass higher education, with regard to its role in educating towards engaged citizenship and professional responsibility. The cases are situated in a Scandinavian context, yet discussed in relation to the influence of European higher education policy. At a time when the dominant language
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| 59. |
- Englund, Tomas
(författare)
-
Education as a potential for creating mutual trust : schools as sites for deliberation
- 2008
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Konferensbidrag (refereegranskat)abstract
- In recent decades, the concept of social capital as basic for the sustainability of democracy and economic growth has had an enormous impact on the social scientific debate, primarily through the works of Robert Putnam (1993, 2000). 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 (as many others) 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 my article I will apply and develop further the views and the critique of Putnam put forward by 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. In an analysis of under what conditions mutual trust is created, Rothstein (2005) argues that it develops through extensive interaction with others, and mainly with others who are not of the same category as oneself. Multicultural societies have to create arenas for social encounters where this interaction can come about. A general, non-segregated educational system, from pre-school to university level, offers such an arena when not segregating on the basis of ethnicity and social class (cf. Yamagishi 2001). An educational system of that kind can, referring to Hardin (2002), be seen as an example of an (at least) thin universal institution. However, universal institutions are not just difficult to establish, they also tend to be weak and are thus, as we all know, often at risk of being dissolved. There are always different particular interests that tend to challenge universal institutions on the ground that their own group or category is being singled out for special treatment or put at a disadvantage by existing institutions of this kind. Schools within an educational system based on particularism – like the one that has developed in Sweden during the last twenty years as a challenge to a more universal system one, a particularly based school system which is established in many countries since a long time ago – tends to reify given group or cultural identities and implies a failure to interrogate the meaning of cultural identity. At the same time I see this potential of interrogation as central for the sustainability and development of democracy and crossing borders in multicultural societies of today.With Seyla Benhabib (2002) I will distinguish between democratic and multicultural theorizing “without disputing that most multiculturalists fully support democratic practices and institutions. The emphasis as well as the ordering of our principles are different. Most democratic theorists welcome and support struggles for recognition and identity/difference movements to the degree to which they are movements for democratic inclusion, greater social and political justice, and cultural fluidity. But movements for maintaining the purity or distinctiveness of cultures seem to me irreconciliable with both democratic and more basic epistemological considerations” (Benhabib 2002 p. ix).In my contribution I will take a closer look on both the potential and the vulnerability of universal institutions and more specifically of the general education system as a universal institution when it comes to an interplay with the multicultural situation. Questions needed to be asked are if and in what way the educational system can be compared with other societal institutions important for the sustainability of democracy. Can the educational system by being an arena for social and cultural encounters contribute to create trust, and in the long run social capital, among the members of society?The second area I will try to analyse and comment is the current state of the political philosophical and / or educational debate about how the general education system (as a universal institution or otherwise) could operate today and in the future within multiculturalist societies, and what preconditions the different views on this subject imply in terms of creating social trust, social intelligence and social capital.References:Benhabib, Seyla (2002): The Claims of Culture. Equality and Diversity in The Global Era. Princeton: Princeton University press.Hardin, Russell (2002): Trust and Trustworthiness. New York: Russel Sage Foundation.Putnam, R. (1993). Making Democracy Work: Civic Traditions in Modern Italy. Princeton:Princeton University Press.Putnam, R. (2000). Bowling Alone. The Collapse and Revival of American Community. New York: Simon & Schuster.Rothstein, Bo (2005): Social Traps and the Problem of Trust. Cambridge: Cambridge University Press.Yamagishi, Toshio (2001): Trust as a form of social intelligence. In Karen Cook (ed.): Trust in Society, pp. 121–147. New York: Russel Sage Foundation.
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| 60. |
- Englund, Tomas
(författare)
-
Education as communication as deliberation
- 2008
-
Konferensbidrag (refereegranskat)abstract
- Is it possible to trace, within the philosophy of education, a historical line or tradition in which education has been understood in terms of communication – or at least to discern specific attempts, not necessarily related to one another, to understand it in such terms? Could such a tradition, if one exists, also be viewed as a way of developing education understood as deliberation (where deliberation is seen as a specific qualifier of communication)? My main underlying endeavour is to try to develop an understanding of education and an educational rationale that are in line with democratic ideals, supporting a democratic way of life. Such an understanding can of course be developed along many different lines, but here I propose a communicative and deliberative approach.My paper comprises three sections. In the first, I will try to show how Dewey, in the first three chapters of his Democracy and Education (1916), creates a specific starting point for my deliberative approach. In the second section, I will show how certain writings of Jürgen Habermas are central to the construction of my model of deliberative communication and to its potential to change the rationale of education. Lastly, I will address certain criticisms of the concept of deliberation, while still maintaining the proposed model as a normative ideal. In this last section I will also refer to some of the contributions in a recently written anthology on ‘education as communication’ edited by me (Englund ed. 2007: Utbildning som kommunikation [Education as communication]).
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