| 1. |
- 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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| 2. |
- 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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| 3. |
- 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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| 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. |
- 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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| 6. |
- 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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| 7. |
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| 8. |
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| 9. |
- Dovemark, Marianne, 1952
(författare)
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Pedagogic identities for sale - What became of the ambition towards an equivalent Swedish school?
- 2015
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Ingår i: Paper presented at SERA Conference, Aberdeen, Scotland 18-20 November 2015.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Sweden has nowadays one of the world’s most liberal school systems when it comes to market solutions. Values from the private sector have been established. One is the idea to unleash a free school choice to vouchers. All schools, public as well as independent, are to some extent market oriented, whether they want it or not. The survival of schools and programs simply assumes activity in the market, such as a proactive marketing. The upper secondary sector is the most affected and today almost all schools, public as well as independent, compete with each other over students, teachers and reputation. The aim of the paper is to illustrate how Swedish schools construct different pedagogic identities in the way they marketize themselves. We examine through a Bernsteinian lens how upper secondary schools promote themselves; what identities are being called for by the schools and how these identities are expressed. Moreover the paper intends to study how these identities are reflected in studied school actors and how they can be understood in relation to the labour market. We have analyzed texts from various kinds of marketing materials, including websites and prospectuses of the schools. The empirical data also include interviews with various school actors. In addition, we attended and recorded observations at open houses and school fairs. Our findings indicate a strong differentiated market-oriented education system, mediated not only through distinctions in courses and programmes, but also through schools creating highly specific niches and targeting specific students as valuable commodities. The study is part of a larger ongoing research project “Competitive and inclusive? Working in the intersection between social inclusion and marketization in upper secondary school”, financed by the Swedish Research Council (2011-2015).
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| 10. |
- Dovemark, Marianne, 1952, et al.
(författare)
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Personalised learning as repressive tolerance: a comparative ethnographic analysis from research in three Swedish schools
- 2016
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 11:3
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Tidskriftsartikel (refereegranskat)abstract
- The idea of personalised learning is built upon a liberal tradition that values tolerance in enabling the process of human autonomy. In this article, we elaborate on this notion, its theoretical base and effects on the learning conditions of upper secondary school students. We draw upon data from three different studies of the Swedish upper secondary school. The aim of the article is to elaborate on values that are implemented and how these values affect how the notion of tolerance can be used as a tool to explore and explain the idea of personalised learning. For the purpose of analysis, we use parts of Kyle Moore and Walker's [2011. “Tolerance. A Concept Analysis.” The Journal of Theory Constructing & Testing 5 (2): 48–52] work. Our analysis shows that personalised learning was legitimised in our studied settings, but in its extension it did not benefit and challenge the ongoing learning and development of the students. In fact, tolerance appeared repressive and confirmed status quo.
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