| 1. |
- Asplund Carlsson, Maj, 1948-, et al.
(författare)
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Bedömnings-, dokumentationspraktiker och pedagogiska identiteter
- 2015
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; 2015:2, s. 206-233
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Tidskriftsartikel (refereegranskat)abstract
- When competition and an increasing level of marketisation characterises school life, the number of evaluations and the level of control has grown out of proportion. Through comparisons, assessments and ranking systems, also called ‘the terrors of performativity’ according to Ball (2003) commercial agents have gained influence over practices of assessment and documentation within the education system. Increased demands on pupils’ and parents’ participation and a belief that written documentation will lead to better results has caused an extensive use of different web based tools like Unikum. With the point of departure in a collected material of more than a hundred Individual Educations Plans (IEP) where commercial web based tools have been used, we make an analysis with Basil Bernstein’s (1996, 2000) concepts Pedagogic Identity, and Instructional and Regulative discourse in relation to expectations and constructions manifest in the plans. The results show that all four identities are expressed in the plans however, with an emphasis on a neo-liberal identity. We discuss the results in relation to the instructional and regulative discourses. The conclusion is that the tools both shape and determine possible identities and possible discourses in the web based interaction between children, parents and teachers.
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| 2. |
- Dovemark, Marianne, 1952, et al.
(författare)
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The implications of school marketisation for students enrolled on introductory programmes in Swedish upper secondary education
- 2017
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Ingår i: Education, Citizenship and Social Justice. - : Sage Publications. - 1746-1979 .- 1746-1987. ; 12:1, s. 49-62
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Tidskriftsartikel (refereegranskat)abstract
- Sweden has, like most countries, transformed its educational system with the aim of increasing the economic productivity of its citizens. Nowadays, it has one of the world’s most market-oriented school systems, including few hindrances for new free-school actors. Swedish students have thus become commodities in a competitive school market. The aim of the article is to study students’ exchange value in relation to choice of different schools and study paths with a special focus on the introductory programmes within the Swedish upper secondary school. Traditionally, Swedish upper secondary schools offered vocational and academic programmes, channelling young people into skilled jobs or higher education. Introductory programmes are recent innovations, aimed at the 13% of young people who do not qualify for vocational or academic programmes. This group includes those who have failed to complete compulsory school for a variety of reasons, including those who are recent arrivals in the country. Through observations, formal and informal interviews as well as reading of national and local documents and marketing material, we conclude that introductory programme students do not seem to be sufficiently ‘profitable’ to warrant investment by free schools. Public schools are obliged to help this group of students attain additional qualifications, investing heavily in their education so that they may become part of the mainstream school market.
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| 3. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Social Justice in Swedish Post-16 Education? New preparatory programmes
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 62:4, s. 570-585
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Tidskriftsartikel (refereegranskat)abstract
- Under a recent national curriculum reform in Sweden within a highly decentralised, competitive, and marketised education system, access to post-16 education is restricted. In this study, we map and analyse the early onset of new preparatory programmes. We draw on interviews with local politicians and school staff in six different municipalities, along with documents and statistics. The study is positioned within a framework of analysis of policy ideas and theoretical perspectives on inclusive education, equal education opportunities, and marketisation. Bernstein’s theoretical concept of “pedagogic rights” serves as a lens for the interpretation of the findings. The study suggests that the preparatory programmes tend to have marginalising effects for vast numbers of 16 plus students, in contrast to wider policy aims of social and economic inclusion and employability.
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| 4. |
- Alexiadou, Nafsika, et al.
(författare)
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Managing inclusion in competitive school systems : The cases of Sweden and England
- 2016
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Ingår i: Research in Comparative and International Education. - London : Sage Publications. - 1745-4999. ; 11:1, s. 13-33
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Tidskriftsartikel (refereegranskat)abstract
- The last 40 years have seen great political attention paid to issues of inclusion in education, both from international organisations and also individual nations. This flexible concept has been adopted enthusiastically in education reforms concerned with increased standardisation of teaching and learning, decentralisation of education management, reduced teacher autonomy and marketisation of school systems. This paper draws from a research project that explores inclusion as part of the education transformations in England and Sweden. These two countries have been very different in their state governance and welfare regimes, but have been following similar directions of reform in their education systems. The paper evaluates the changing policy assumptions and values in relation to inclusion in the schooling changes of the last few decades, through an analysis of policy contexts and processes, and a presentation of selected empirical material from research in the two countries. We argue that, despite the similar dominant discourses of competition and marketisation, the two education systems draw on significantly different paradigms of operationalising inclusion, with distinct outcomes regarding equality.
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| 5. |
- Dovemark, Marianne, 1952
(författare)
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Valfrihetens dilemma i skola och utbildning
- 2017
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Ingår i: J. Almqvist, K. Hamza & A. Olin (red.). Undersöka och utveckla undervisning. Professionell utveckling för lärare.. - Lund : Studentlitteratur. - 9789144114170
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Dovemark, Marianne, 1952, et al.
(författare)
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Tema : Skolan och marknaden
- 2017
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Ingår i: Utbildning och Demokrati. - Örebro. - 1102-6472 .- 2001-7316. ; 26:1, s. 5-18
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Tidskriftsartikel (refereegranskat)
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| 7. |
- Beach, Dennis, 1956, et al.
(författare)
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Myten om en skola för alla
- 2020
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Ingår i: Perspektiv på skolans problem. Vad säger forskningen? A. Fejes & M. Dahlstedt (red.). - Lund : Studentlitteratur. - 9789144133898 ; , s. 205-218
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Dovemark, Marianne, 1952, et al.
(författare)
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Deregulation, Privatisation and Marketisation of Nordic Comprehensive Education: Social Changes Reflected in Schooling
- 2018
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Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 9:1, s. 122-141
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Tidskriftsartikel (refereegranskat)abstract
- The Nordic countries are often perceived as a coherent group representing the Nordic model of welfare states, with a strong emphasis on the public provision of universal welfare and a strong concern with social equality. But today we see a change in the Nordic model as part of a global knowledge economy. The aim of this article is to examine education in the five Nordic countries utilising three dimensions of political change: deregulation, marketisation and privatisation. We also analyse the parallel changes in relation to segregation and differentiation in education. The analysis shows that the themes related to deregulation seem to show fairly similar patterns and structures in all contexts. The emerging differences were discovered mainly in the themes of marketisation and privatisation. Institutional segregation emerges in all Nordic countries to different extents along the lines of these three processes, and we observe a simultaneous social segregation and differentiation with an ambiguous connection to them. Based on these findings, the question of what is left of the “Nordic model” could be raised.
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