| 1. |
- Englund, Tomas, 1946-, et al.
(författare)
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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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| 2. |
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| 3. |
- Englund, Tomas, 1946-
(författare)
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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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| 4. |
- Englund, Tomas, 1946-
(författare)
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Educational implications of the idea of deliberative democracy
- 2010
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Ingår i: Habermas, critical theory and education. - New York : Routledge. - 9780415806176 ; , s. 19-32
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The movement towards deliberative democracy has many proponents among American political scientists but one outstanding spokesman in Europe, the German social philosopher Jürgen Habermas, who also has located the idea of deliberative democracy in a broad analytical frame of reference of societal development not just related to democratic theory. He contends that the project of modernity can be seen as unfinished, and that, through communicative action, an on-going normative rationalization is possible. The theory of communicative action that he develops is, thus, a theory of social integration, and further developed into a model for deliberative democracy and a discourse theory of law and democracy.The implications of the model of deliberative democracy for education are not explicit and Habermas can be interpreted in different ways. What can be said is that he places the realization of deliberative policy in the institutionalization of procedures, where an intersubjectivity on a higher level is expected to emerge; public discourses find a good response only under circumstances of broad participation. This in turn requires a background political culture that is egalitarian, divested of all educational privileges, and thoroughly intellectual, according to Habermas. Political autonomy, he says, cannot be realized by a person who fulfils his or her own private interests, but only as a joint enterprise in an intersubjective, shared practice. On this account, the deliberative project could be regarded as the continuation of the project of modernity.While an ongoing deliberative democracy requires citizens with well-established deliberative attitudes and a society that rests on the idea of deliberative democracy is a long-term project, it implies that some institutions are given a central role. A possible way of strengthening deliberative democracy might be to use the educational system for deliberative communication, which is understood as communication in which different opinions and values can be brought face to face with an endeavour to ensure that each individual takes a stand by listening, deliberating, seeking arguments and evaluating, while at the same time there is a collective effort to find values and norms that everyone can agree upon. Five characteristics of deliberative communication are presented and discussed.
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| 5. |
- 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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| 6. |
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| 7. |
- Englund, Tomas, 1946-
(författare)
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Mellan utbildningsvetenskap och utbildningspolitik
- 2011
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Ingår i: Utbildningsvetenskapens kärna. - Malmö : Gleerups Utbildning AB. - 9789140676559 ; , s. 65-88
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Har svensk utbildningspolitik tagit intryck av och lutat sig mot svensk pedagogik och pedagogisk filosofi och har denna vetenskap i någon mån legitimerat svensk utbildningspolitik eller har det snarare utvecklats en motsättning mellan dessa bägge och när och varför inträdde i så fall denna motsättning?
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| 8. |
- 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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| 10. |
- Englund, Tomas, 1946-
(författare)
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Pedagogisk filosofi, etik och politik
- 2006
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Ingår i: Utbildning och Demokrati. - Örebro : Örebro universitet. - 1102-6472 .- 2001-7316. ; 15:1, s. 5-11
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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