| 51. |
- Dahlstedt, Magnus, 1975-, et al.
(author)
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Skolan och marknaden
- 2018. - 1
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In: Skolan, marknaden och framtiden. - Lund : Studentlitteratur AB. - 9789144119960 ; , s. 15-31
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Book chapter (other academic/artistic)
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| 52. |
- Dahlstedt, Magnus, 1975-, et al.
(author)
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Språkkravens politik
- 2020. - 1
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In: Perspektiv på skolans problem. - Lund : Studentlitteratur AB. - 9789144133898 ; , s. 155-169
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Book chapter (other academic/artistic)abstract
- I detta kapitel undersöker vi hur de återkommande kraven på språk som en lösning på integrationens problem har formulerats, vad de grundar sig på för slags problembeskrivningar, vad de syftar till att åstadkomma, vad de synliggör och vad de osynliggör.
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| 53. |
- Dahlstedt, Magnus, 1975-, et al.
(author)
-
Systemet med fritt skolval måste bytas ut
- 2018
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In: Svenska Dagbladet. - Stockholm, Sweden : Svenska Dagbladet AB & Co.. - 1101-2412.
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Journal article (pop. science, debate, etc.)
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| 54. |
- Dahlstedt, Magnus, et al.
(author)
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The will to (de)liberate : Shaping governable citizens through cognitive behavioural programmes in school
- 2011
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In: Journal of education policy. - : Taylor and Francis. - 0268-0939 .- 1464-5106. ; 26:3, s. 399-414
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Journal article (peer-reviewed)abstract
- Lately, a deliberative conception of democracy has gained influence in policy debates throughout Europe. Individuals are here seen to be fostered into responsible, mature - democratic – citizens by being involved in dialogue. In the 1990s, calls for “democratic education” intensified in Sweden. This article analyze two pedagogical models influenced by programmes developed in the US that have recently had a large impact in Swedish schools and elsewhere, Social and Emotional Training and Aggression Replacement Training, both teaching pupils the “art of democratic deliberation”. By analyzing manuals and interviews with school staff, we find that both models are based on the idea that through constant dialogue, pupils develop a “democratic mentality”. Referring to Foucault, this kind of dialogue can seen as a technology of confession, where pupils are encouraged to reflect upon themselves and their behaviour, abilities and qualities, as a way to change themselves and become democratic subjects.
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| 55. |
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| 56. |
- Fejes, Andreas, 1977-, et al.
(author)
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A confessing 'science' in education and lifelong learning
- 2013
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Conference paper (peer-reviewed)abstract
- In this paper we identify resources drawn on from Foucault that are distinctive and pertinent for specific forms of analyses of what is happening in the turn to confessional practices in education and lifelong learning. We identify that confessional practices have come to shape and govern the Western world; they have emerged across the practices of the human sciences and are now intrinsic to our everyday lives and understandings of ourselves. Education and learning have a key position in promulgating confessional practices as a new social norm. They are key as perpetrators of this new kind fashioning of ourselves as human kinds in a particular way. We describe a regime and apparatus of power of education and lifelong learning which has confession intrinsic to its maintenance and productive force. Confession is described as technology, conduit of power, operating one person in relation to another, and dominating today in the production of specific forms of confessing people. We call this ‘strategy’. Within this regime, in education and policy circles and more widely, we identify a shift in the talk accompanying and surrounding the emergence of these techniques: whereas before educators and policy makers talked about education, they now talk of learning. Lifelong learning and the learning society, the knowledge economy, society and Knowledge Age are themes that have come to dominate the texts emanating from the cloistered grounds of governmental offices and intra-national agencies. The question remains therefore of where this strategy takes us in terms of its wider social and political effects in western societies.The paper identifies and explores other previous educational and lifelong learning research that has considered confessional practices to consider whether or not these find answers to the question of what is happening today'
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| 57. |
- Fejes, Andreas, 1977-, et al.
(author)
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A Vocational Calling : Exploring a caring technology in elderly care
- 2010
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In: Pedagogy, Culture & Society. - : Informa UK Limited. - 1468-1366 .- 1747-5104. ; 18:3, s. 353-370
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Journal article (peer-reviewed)abstract
- In this article we explore the relationship of care of a group of health care workers in elderly care, through their descriptions of themselves and their work. We have an interest in how relationships of care may be explored and characterised in and across disparate vocational settings. This is a critical response to policy discourses of citizenship that are currently emerging for re-emphasis in Europe through citizenship education and the idea of the active citizen.We mobilise two notions to help us in the analysis of interview transcripts. First, ‘calling’ is used as a figure of thought. Past religious and secular discourses of calling to God and nursing provide us with glimpses of past relations of vocation and care through which to consider present descriptions. The term ‘technology of the self’ is one drawing specifically from the work of Michel Foucault, through which we theorise the calling to care emerging from our interviewee descriptions as such a technology. Our analysis indicates that a specific calling to care and technology is mobilised by these health care workers in elderly care. We conclude that it is through such stabilisations of description that the health care workers’ shape context-specific subjectivities, as caring citizens.
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| 58. |
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| 59. |
- Fejes, Andreas, 1977-, et al.
(author)
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Activating the worker in elderly care : A technique and tactics of invitation
- 2011
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In: Studies in Continuing Education. - : Taylor and Francis. - 0158-037X .- 1470-126X. ; 333:3, s. 235-249
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Journal article (peer-reviewed)abstract
- Relatively little attention has been paid to questions of how language acts in and through the interactions of language in situations where people are encouraged to learn to be active in contexts of work. This paper argues that detailed analysis is needed to understand how activation through language acts in the shaping and governing of workers. By combining resources from Michel Foucault and the conversation analysis of Jonathan Potter, we analyse observational notes and records of conversation from work activities at a nursing home for elderly people in Sweden. A technique and tactics of invitation are identified as operating through language interactions at work in attempts at the shaping of activate and responsibilise workers. This analysis contributes to wider discussions over how attempts are made to shape subjectivities at work.
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| 60. |
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