| 61. |
- Englund, Tomas, 1946-
(författare)
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Formation of school subjects as curriculum content : patterns and structures
- 2010
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Ingår i: NERA congress Malmö March 2010.
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Konferensbidrag (refereegranskat)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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| 62. |
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| 63. |
- Englund, Tomas
(författare)
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Is the concept of didactics relevant to use in an age of the communicative turn? : Towards a new didactic conceptualism when didactics meets classroom research
- 2008
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the middle of the 1990s Swedish educational research and especially the two traditions related to the didactic movement, phenomenographic didactics and didactics based on curriculum theory, was praised and looked upon as very successful in an international perspective. During the last 10-15 years these didactic traditions have developed further into a sociocultural perspective on learning and the idea of dialogic classrooms (Säljö 1995, 2000, 2005, Dysthe ed. 2003) inspired by Vygotsky and Bakhtin and a socio-political perspective on teaching and the idea of deliberative communication (Englund 1996, 2000, ed. 2007) inspired by Dewey, Mead and Habermas.Implied in this later development is the proliferated use of the linguistic and communicative turns meaning that teaching and learning are looked upon as processes of mutual communication and meaning creating. A question than can be put is if the problematization of the selective tradition of each school subject and the displacement to a view of education as communication that this implies, also means that we have to exceed our traditional language of teaching and learning, i.e. that our didactic language has constituted a selective tradition and a limited and recitative relationship between teachers and learners for what we see as possible activities of the classroom. In sum, do we (researchers and teachers) need a language of communication and meaning-creating, instead of, or at least supplementing the languages of different subject didactics, to analyse the desirable activities of the classroom?
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| 64. |
- Englund, Tomas
(författare)
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Kommentar till Anders Fredriksson recension av boken Utbildning som kommunikation. Deliberativa samtal som möjlighet
- 2008
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Ingår i: Pedagogisk forskning i Sverige. - Göteborg : Institutionen för pedagogik och didaktik, Göteborgs universitet. - 1401-6788 .- 2001-3345. ; 13:3, s. 233-235
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Tidskriftsartikel (refereegranskat)abstract
- Det är, i den överlag mycket positiva recensionen, ett alltför enkelt och näst intill skamligt grepp som tas av recensenten Anders Fredriksson då han ger så mycket plats åt att antologin Utbildning som kommunikation. Deliberativa samtal som möjlighet inte innehåller empiriska analyser av deliberativa samtal i skolan. Eftersom sådana empiriska studier inte är något som utlovas av antologin så kan den inte heller knappast kritiseras därför. Däremot kan jag gärna hålla med recensenten om det potentiella värdet därav, men jag vill samtidigt understryka dess problematiska karaktär och svårigheten att ”genom experiment empiriskt testa…..potentialen i deliberativa samtal i skolan”
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| 65. |
- Englund, Tomas, et al.
(författare)
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Linking curriculum theory and linguistics : the performative use of 'equivalence' as an educational policy concept
- 2008
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Ingår i: Journal of Curriculum Studies. - London : Routledge. - 0022-0272 .- 1366-5839. ; 40:6, s. 713-724
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Tidskriftsartikel (refereegranskat)abstract
- The linguistic turn has helped to create new methods within social and educational theory. This study draws attention to the constitutive force of political language and the performative dynamics of one essentially contested concept - equivalence - in Swedish educational policy at both the national and the local level. It illustrates the way in which different interpretations of the concept of equivalence produce different truths, the performative concept thereby becoming a way of advocating particular understandings of the purposes of education.
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| 66. |
- Englund, Tomas, 1946-
(författare)
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New trends in Swedish educational research
- 2006
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Ingår i: Scandinavian Journal of Educational Research. - Oxfordshire, UK : Routledge. - 0031-3831 .- 1470-1170. ; 50:4, s. 383-396
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Tidskriftsartikel (refereegranskat)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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| 67. |
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| 68. |
- Englund, Tomas
(författare)
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Questioning the parental right to educational authority
- 2008
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Konferensbidrag (refereegranskat)abstract
- What might schooling mean for democracy and more precise: What are the implications for democracy in relation to different models of educational authority? What does especially the, by many attractive, principle of parental right to educational authority mean for democracy in the long run?I will in the following take my starting point in three models of educational authority and especially question the permissive attitude among prominent philosophers of education and political philosophers towards the parental right to educational authority in light of its shortcomings in relation to a development towards a democracy with deliberative qualities, which I use as a normative reference point.
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| 69. |
- Englund, Tomas, 1946-
(författare)
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Questioning the parental right to educational authority - arguments for a pluralist public education system
- 2010
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Ingår i: Education Inquiry. - Umeå : Umeå School of Education. - 2000-4508. ; 1:3, s. 235-258
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Tidskriftsartikel (refereegranskat)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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| 70. |
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