| 1. |
|
|
| 2. |
|
|
| 3. |
- Bengtsson, Stefan L., 1978-
(author)
-
Beyond Education and Society : On the Political Life of Education for Sustainable Development
- 2014
-
Doctoral thesis (other academic/artistic)abstract
- The objective of this dissertation is to develop a theoretical and analytical framework for understanding the political in education from a social and global perspective. With this objective in mind, it employs an empirical engagement and theoretical reflection on how this political can be seen to emerge in policy making on Education for Sustainable Development (ESD). Policy making on ESD is interpreted as engaging in the constitution of the social and globalisation, where the non-determination of this practice is seen to require political acts of identification with particular perspectives on what education, society and, as a result, ESD should be. Book I constitutes a theoretical and analytical framework that outlines central concepts, such as antagonism, temporality, space and rhizomic globalisation, in order to conceive of how the political in education can be understood and analysed in concrete articulations, such as policy making on ESD. The findings of the empirical analysis underlying this dissertation and that address the political in policy making on ESD are presented in the papers that are incorporated into this dissertation as part of Book II. Paper I discusses how we can conceive of the relation between ESD and globalisation and makes an argument that this relation should be seen to be political and characterised by conflicting perspectives on what ESD is. Paper II presents the findings from a comparative study of policy making on ESD that engages with concrete policy on ESD in order to reflect on how globalisation can be seen to emerge in these instances of policy making. Paper III presents the findings of a comprehensive discourse analysis of Vietnamese policy making and shows how the concepts of ESD and Sustainable Development are contested among different perspectives of how Vietnamese society should be constituted. The dissertation as a whole makes an argument for the inescapable political condition for education and how this condition necessitates the articulation of concepts such as ESD that name an inaccessible state beyond conflict and social antagonisms that is to be achieved through education.
|
|
| 4. |
-
Critical Analyses of Educational Reforms in an Era of Transnational Governance
- 2018
-
Editorial collection (other academic/artistic)abstract
- This book represents a set of critical analyses of educational reforms where issues of transnational governance are of vital concern. It focuses on different aspects of, and practices in educational reform-making, and in particular on governing techniques and the working of new agencies such as supranational and multinational organizations. In addition, the book examines contemporary issues of immigration/immigrants in the politics of schooling, by reflecting on matters of migration, and problematizing how concepts such as exclusion and abjection make the migrants appear “failed”, “insufficient” and even “dangerous”. The book provides theoretical insights into critical relations between knowledge and power, governance and governmentality, and notions concerning educational systems, as well as how these are compared. The central themes of the book are models for organizing and reflecting on transnationalization and educational reforms. In its discussion of those themes, the focus lies on changing conceptions of education and the educational system; on how school or teacher education is adapting to discourses of effectiveness and efficiency; and on their transformation according to standardized templates. Such changing conceptions define the meanings of education and educational progress; they are important for the identification and analysis of educational knowledge, and for critical discourses on education in society.
|
|
| 5. |
-
EDUCATION BY THE NUMBERS AND THE MAKING OF SOCIETY : The Expertise of International Assessments
- 2018
-
Editorial collection (other academic/artistic)abstract
- International statistical comparisons of nations have become commonplace in the contemporary landscape of education policy and social science. This book discusses the emergence of these international comparisons as a particular style of reasoning about education, society and science. By examining how international educational assessments have come to dominate much of contemporary policymaking concerning school system performance, the authors provide concrete case studies highlighting the preeminent role of numbers in furthering neoliberal education reform. Demonstrating how numbers serve as ‘rationales’ to shape and fashion social issues, this text opens new avenues for thinking about institutional and epistemological factors that produce and shape educational policy, research and schooling in transnational contexts.
|
|
| 6. |
- Foss Lindblad, Rita, 1953, et al.
(author)
-
Narratives on Educational Research Evaluation in Sweden
- 2009
-
In: Besley, A.C (Ed): Asessing the Quality of Educational Research in Higher Education. - Rotterdam : Sense Publications. - 9789087907068 ; , s. 279-292
-
Book chapter (other academic/artistic)abstract
- Educational Research Evaluation is here dealt with in terms of cultures of research assessment. Different historical phases are presented, including the current performative turn in higher education governing
|
|
| 7. |
- Foss Lindblad, Rita, 1953, et al.
(author)
-
The Making of the European Higher Education Area; Politics of Knowledge, Research Assessments and University Ranking
- 2011
-
In: European Congress on Educational Research, Berlin 2011.
-
Conference paper (peer-reviewed)abstract
- The making of the “European Higher Education Area” (EHEA) is based on a number of initiatives from a number of actors and networks. We will here put forwards these initiatives and the actions at work. Firstly, we will deal with the making of the “Knowledge Triangle” (KT), where education, research and innovation are assumed to be the interdependent drivers in the making of a Knowledge Society. How is this configured and what tools are at work – e.g. Erasmus and instruments such as U-multirank? Secondly, we go into research assessment exercises and how these construct higher education and research, and their mutual relations. Our study is based on notions of governing and dynamic nominalism. We have analysed documents that are strategic in the construction of EHEA and KT plus analyses of RAE technologies and constructions. This is combined with analyses of ranking instruments as navigation tools and standardization of EHEA. Here, we will focus on Sweden as a case scrutinising three larger universities and their recent use of Research Assessment Exercises and put this in an national and international context. The study is resulting in presenting critical research issues concerning transnational governance in the Europeanization of higher education and research.
|
|
| 8. |
-
"Future Is Not What It Appears To Be" : pedagogy, genealogy and political epistemology : in honor and in memory of Kenneth Hultqvist
- 2006. - 1
-
Editorial collection (other academic/artistic)abstract
- This book honors and is in memorial to Kenneth Hultqvist who helped initiate the broader research project to which this volume contributes. This book examines changes in the politics of knowledge in modern social life. The contributors provide important interventions in contemporary discussions about power, change, and the challenges that were raised in the Enlightenment about knowledge, reason, and the possibilities of humanity. The studies in the book examine a range of social programs and educational reforms to understand their implications, assumptions and consequences. Firstly, the chapters contribute to an international discussion on the historical relationships between social change, political rationalities, and the technologies of the self in a range of social life that included pedagogy. Secondly, the book offers new ways of studying and understanding the relation of the welfare state, social and education sciences, and todays configurations of liberal governing. Thirdly, the discussion brings into focus and critiques the distinctions of social and educational theories that differentiate "context" and programs, divides discourse from the "real", separates the subjective and objective and the personal and the public, and disconnects civil society from the state "reason" in modern government. "Trots sin ojämnhet är boken väl värd att läsa. Ansatsen bidrar till att skapa utrymme för reflektion kring vår samtid och de sätt varpå vi talar om skola, utbildning och framtid. Hur kommer det sig att vi talar om ett kunskapssamhälle? Vad har gjort ett sådant talesätt möjligt och vad för effekter i form av exkluderingspraktiker har det? Det är frågor som kan relateras till den förhoppning författarna har om att boken och det forskningsprojekt boken är kopplad till skall leda till 'an expanded, problematizing discussion of ongoing changes in the politics of knowledge in modern social life' (s 17). En god ambition som andas kritik i form av exempel i motsats till en mer grundläggande och föreskrivande kritik, något som inte är allt för vanligt i utbildningsvetenskaplig forskning idag."
|
|
| 9. |
|
|
| 10. |
- Hultqvist, Elisabeth, et al.
(author)
-
Critical Analyses of Educational Reform - Writing a title and editing a book
- 2018
-
In: Critical Analyses of Educational Reform. - Cham: Switzerland : Springer. - 2365-9548 .- 2365-9556. - 9783319619712 ; , s. 1-22
-
Book chapter (peer-reviewed)abstract
- This book is based on a set of critical analyses of ongoing changes in education where issues of transnational governance are of vital concern. In the analyses, the authors focus on different aspects of and practices in educational reform making, with a special interest in governing techniques and the working of new agents such as supranational organizations and multinational organizations. In doing so, the contributions present theoretical insights considering critical relations between knowledge and power, governance and governmentality, and notions concerning educational systems and how these are compared. Since we are working with topics of transnational governance, the content of the book is international in terms of authorships as well as in research issues.
|
|
