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- Håkansson, Jan, 1959-
(författare)
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Lärande mellan policy och praktik : Kontextuella villkor för skolans reformarbete
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Håkansson, Jan (2006). Learning between policy and practice. Contextual conditions for reform activity in schools. Acta Wexionensia No 95/2006. ISSN:1404-4307, ISBN: 91-7636-510-7. Written in Swedish with a summary in English. Considerable changes have characterised the past decades’ education policy. These changes apply to all types of schools within the Swedish education system. This thesis treats issues of professional teacher development, the introduction of project work in upper secondary school as well as quality audits in the school system. While intending to problematise and intensify discussions on the school reforms’ significance for school development, the thesis focuses on the conditions for practitioners in-depth reflection and deliberative learning in relation to various development measures in school. The overall purpose is to contribute to a deeper understanding of the relation between policy and practice with respect to school staff’s learning processes, which is constituted in policy and practical contexts examined here. One intention here is to present an analysis of the learning aspects in the explicit development measures formulated in policy documents. Another intention is to analyse learning, which is rather implicitly attached to the implementation of policy. The three reform processes have been studied in a broad socio-theoretical perspective on policy and learning. Yet, inspiration was also provided by a critical action research approach. Discursive and dialectic perspectives on policy, practice and learning are significant for carrying out the empirical studies, but also for the analysis of the empirical material. The study depicts myriad and controversial relations between policy, practice and learning. With respect to professional teacher development projects in partial study A, one outcome is that the policy’s transparent character interplays with creative learning aspects both in policy and practice. Regarding the introduction of project work in upper secondary education, partial study B establishes that the unclear and implicit policy character can be related to preserving learning aspects in the official discourse, yet, it can be creative when applied in practice. The policy on quality audits in the school system as examined in partial study C can be referred to as uncommunicative with an orientation towards preserving learning aspects, while there is possibilities within local evaluation and quality audits for an orientation towards creative learning aspects. On the whole, these reform processes are part of what can be identified as hybrid integration patterns in line with communicative perspectives and perspectives on set objectives. The results in this thesis illustrate a potential for improved participation aided by extended possibilities for communication within the framework of a deliberative perspective on governing schools. It is of great significance to pay attention to this in future reforms. Keywords: communication, critical action research, deliberation, learning, policy, school reform.
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| 3. |
- Carlsson, Lena, 1947-
(författare)
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Medborgarskap som demokratins praktiska uttryck : - diskursiva konstruktioner av gymnasieskolans elever som medborgare
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Carlsson, Lena (2006). ). Medborgarskap som demokratins praktiska uttryck i skolan. Diskursiva konstruktioner av gymnasieelever som medborgare. Citizenship as the practical expression of democracy at school. Discursive constructions of upper secondary pupils as citizens. School and education have a specific status owing to their task to educate young citizens and further their development. It is thus possible to regard schools as a type of public sphere, where individual and private matters are transcended. According to the curriculum for the secondary school system, the professional school staff´s task is two-fold insofar as they should mediate both knowledge and democracy. In this doctoral thesis the focus is placed on how and by what means education can contribute to young members of society finding their place and coping with their roles as citizens in a democratic society. The overall aim of this thesis is to present a deeper interpretation of the meanings and consequences of teachers´ speech concerning upper secondary pupils as citizens. More specifically, the aim is to empirically problematise and theoretically reconstruct pedagogical discourses on citizenship as practical expressions of demoracy in the context of education. Two central terms, which are thus highlighted are democracy and citizenship. Both Durkheim and Dewey provide significant theoretical points of departure, which are drawn upon in this thesis. Bourdieu contributes with perspectives on the ideological role, which institutions of education play in legitimising already existing societal orders. Foucault poses questions about power and knowledge. Habermas’ emphasis is placed on the discursive rationality expressed in verbal communication, which serves as an overall perspective for this thesis. Thus, in terms of methodology language constitutes the most central tool. Analyses are made in three stages. Reforms and policy are supposed to have been created within a central discursive framework and are therefore examined by way of analytical perusal of a) post-war education policy texts and b) current national policy documents concerning the Business and Administration Programme in upper secondary education. The third stage involves analysis of c) eight conversations from the professional school staff’s discursive practice by applying critical discourse analysis as a methodological tool. Four separate discourses have evolved, each pointing to different perspectives on human beings, knowledge and society: a discursive perception which is directed towards traditional values, a second perception which has communication and democracy as its superior ideal, and yet another discourse is directed towards trade and industry while, finally, one more discourse which is mainly characterised by a protective attitude towards pupils. Finally, how these contradictory as well as concordant discourses dictate the conditions and frameworks for the sort of citizenship which is constructed and constituted in the pedagogical practice is discussed, and thus how school as a public sphere may be understood in a more profound way. Key words: democracy, citizenship, critical discourse analysis, discursive constructions, reforms, policy, communication.
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| 4. |
- Croona, Gill
(författare)
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Etik och utmaning. : Om lärande av bemötande i professionsutbildning
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- During recent years there have been noticeable shortcomings in the human encounter of people seeking some form of health care in Sweden. This is something that affects professional education within ‘the welfare state’ and implies that human expectations, societal demands and questions about knowledge, basic values and competence have become pedagogically interesting. The basic aim of the dissertation is - to contribute to a practically, relevant and theoretical in-depth understanding of the learning and teaching of ethics in professional education. By taking nursing education as an example and focussing on the human encounter of the person seeking care, the dissertation aims - by analysis of the pedagogic practice and from a critical-theoretical perspective – to provide a foundation for such an understanding. The research perspective includes a social-philosophical point of departure with a focus on Mead’s interactional view of learning and Habermas’s critical theory of social communication. Methodologically an emphasis is placed on discourse analysis. The results demonstrate how the learning and teaching of ethics in human encounters can be understood as a question of communication of both knowledge and values. In the theoretical reconstruction that follows it is shown how pedagogic actions, learning and competence can be understood as communication of and in particular contextual discourses. The six discourses are: ‘the efficiency-related discourse’, ‘the expert-related discourse’, the ‘care-related discourse’, ‘the communicative-related discourse’, ‘the egocentric discourse’ and ‘the ethnocentric discourse’, all of which are mutually related to each other. The contextual discourses focus on different values. Those that are most conducive to creating pleasant human encounters are the communicative- and the care-related discourses, which also form the foundation for the pedagogic recommendation that makes up the concluding discussion of the dissertation. The recommendation concerns a pedagogical practice that affirms, pays attention to, safeguards and challenges and thus generates creativity, as well as the legitimacy of pluralism. To engage in stimulating pedagogical discussion means being committed, taking responsibility and practicing solidarity in the profession of education. Such a ‘deliberative pedagogy’ creates possibilities for people to develop solidarity of judgement in a society that increasingly demanding that. In conclusion, the recommendation for a new and challenging human encounter-ethical-pedagogy is intended to show that ‘ideals can be realistic’. Normative recommendations do not have to be abstract visions of the future, but can be looked upon as means of focussing on alternative actions, that despite the difficulties are possible to realise – here and now.
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| 5. |
- Ihrskog, Maud, 1947-
(författare)
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Kompisar och Kamrater : Barns och ungas villkor för relationsskapande i vardagen
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to create an understanding for children’s and young people’s buddy relations when it comes to the creation of identity and socialisation, as well as to emphasise the formation of meaning and informal learning processes of these buddy relations. This is seen from a child’s perspective.The study has an ethnographic approach in order to follow children’s establishment of relations over time and in a process. The empiric data has been collected over a period of two-and-a-half years. The children were 12 years old when the study was initiated, and there are ten children in the examination. Via interviews, talks and correspondence I have been able to learn more about the children’s leisure time, hobbies, extra-curricular activities, and their school environment. To conduct research with children for this study means that the data are collected on the children’s terms.My starting-point is that human identity is shaped by and in collaboration with others. Mead’s symbolic interactionism is the main theoretical basis for my analysis. Other theoretical perspectives that have been useful are Habermas’s theory on systems and life world, as well as Ziehe’s theories on the cultural freedom of young people.The result of this study shows that having a mate is buddy is crucial when it comes to the creation of a healthy identity. The relation between mates creates trust, confidence and mutuality. It promotes well-being in children and young people, and makes them feel loved. The buddy relation becomes a confirmation of the fact that they are all right. Having friends is not the same as having mates. Many people have friends, for example classmates, which is a prerequisite for the creation of identification with others and a possibility to establish new buddy relations. The problem is, though, that all children do not feel needed and loved by a mate and that it is difficult, especially when young, to establish new close relations.The group becomes very important to the young people in their socialisation process. From the group they hope to receive, preferably together with another mate, confirmation, and the group determines whether they are good enough or not. The terms for the establishment of relations are to a large extent ruled by adult approaches and how the children’s and young people’s everyday life is structured. Since children and young people often spend time in an institutional world in which they establish relations, this has consequences for the adult professional pedagogues who work there. Perhaps one of the most important missions of the teacher training programme is to create awareness that children and young people have a need for belonging and togetherness. When you look at relations from a child’s perspective, it is clear that they long for and try to create a working togetherness, and at the same time you realise how exposed they are when doing this.
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| 7. |
- Krantz, Joakim, 1967-
(författare)
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Styrning och mening : - anspråk på professionellt handlande i lärarutbildning och skola
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study addresses how political and professional claims directed at teachers change, and in many ways challenge teachers’ professional autonomy, as well as affect preconditions for meaning-making in pedagogic practices. Focus is placed on political steering and its implications for teacher education and teachers’ work in schools. Professional tensions between claims for system-oriented success de-fined as goal achievement versus a communicative understanding are analysed within a conceptual framework of steering and meaning. Based on official educational policy documents as well as teachers’ development projects the analysis revolves around issues concerning core competencies in teacher education and professionalisation processes. The empirical material comprises the Swedish 2001-teacher education reform and the Swedish National Higher Education Agency’s criticism of that part of teacher education which is obligatory for all teacher students (AUO). Moreover, grounds for educational policy that lead to the introduction of individual development plans (IUP) in school are analysed. Additionally, comments on circulated proposals submitted by universities and teacher organisations in connection with Bologna and the IUP-reforms are subject to analysis. In terms of methodology, the study primarily draws upon theories of communicative action, critical discourse analysis and theories of the professions. The results indicate that emphasis in educational policy is placed on the clarification of goals, progression and assessment practices in schools and teacher edu-cation. Thus teachers and teacher educators need to address functional steering claims which demand commitment and loyalty for political reforms. This entails that teachers’ professional autonomy is restricted. Teachers are encouraged to take difficult decisions and act strategically in order to maximise the pedagogic outcome based on economic and political claims for excellence, collaboration, and a clear-cut steering direction. Professionalism now appears to connote quality control by way of more specified formulations and assessments towards learning outcomes. Political rhetoric stipulates as essential that teachers determine knowledge progression and boundaries between the various exam and knowledge levels. Teachers are also to expound internal documentation in order to fulfil system-related claims. The study illustrates how conditions and preconditions emanate from shared profes-sional considerations, competencies and convictions, and that teachers need to be able to discuss these. However, this is challenged by a continuously increasing management by documents. In light of recentralised steering, claims are directed at teachers who are now to create transparency, quantifiable criteria for assessment and employability. Based on the teachers’ development projects, the results indicate that teachers are critical of how the education system is subjected to increasing pressure due to a stream of reforms and evaluations. Politicisation and economisation of education underscore a need for pragmatic and strategic actions within the profession. In contrast to experiences of political lack of vision, impellent user orientation and marketisation, universities and teachers claim that critical communicative-oriented pedagogy boost professional autonomy. Moreover, the study indicates that teachers’ positions and professional identities vary depending on the perceived validity of the political claims. Claims for objectivity, simplification, clarity and functional criteria for assessment are countered by claims for in-depth meaning-making and consideration of the complexity and knowledge instability that is constitutive of pedagogic practices. Ultimately, this study illustrates a professional shift within the teacher body towards notions of objectivity and individualisation, thereby threatening teachers’ critical discussions of their organisation and work.
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| 8. |
- Linnér, Susanne, 1966-
(författare)
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Värden och villkor : pedagogers samtal om ett yrkesetiskt dokument
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- During the last decade, issues concerning ethics and values have been given much attention in debates on education as well as in society in general. The problems surrounding such issues are tied to current societal trends towards growing differentiation, individualisation, and increasingly fragmented value systems. Consequently, the core values of pre-schools and schools are currently stressed also as a basic ethical and democratic responsibility of teachers and other pedagogical personnel. The aim of this dissertation is to analytically reconstruct pedagogic discourses on issues related to core values and ethics. The research perspective includes a social-philosophical point of departure with a focus on Habermas’s theories of communicative action and discourse ethics. The methodology builds on critical discourse analysis. The results shed light on the ways in which teaching teams in pre-schools and schools at different levels discuss and attempt to reach agreement concerning a local document focussed on professional ethics. There are striking differences as to how ethically relevant concepts such as "starting from the childrens' / pupils' own capabilities," "sense of security," "responsibility," "respect," and "active participation" are talked about. In the theoretical reconstruction that follows, it is argued that the discussions can be understood as communication about and within particular types of contextual discourses. The five types of discourses formulated in the study are the following: "efficiency-oriented discourse," "normative tradition-oriented discourse," "care-oriented discourse," "communication-oriented discourse," and individual-oriented discourse," all of which are mutually related to each other. When the conversations are analysed from the perspective of critical discourse theory, a deeper understanding emerges of how childrens' learning about ethics and morals takes place in relation to the types of pedagogic discourse they encounter. Efficiency-oriented, normative tradition-oriented and individual-oriented discourse may lead to learning that counteracts the aims of schools as meeting-places for democracy. However, care-oriented discourse and communicative-oriented discourse both embody qualities that may increase the opportunities to work towards overarching educational goals such as democracy and solidarity. The results of the study show that the lofty ideals presented in educational directives and policy documents risk giving rise to exhaustion and feelings of guilt among pedagogues trying to live up to them when adequate resources are not available. The ability to make sound moral judgements may deteriorate due to increasingly stressful work situations where demands are not in line with the actual resources of everyday pedagogic contexts.
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| 9. |
- Lund, Stefan, 1966-
(författare)
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Marknad och medborgare : - elevers valhandlingar i gymnasieutbildningens integrations- och differentieringsprocesser
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Educational restructuring is an international phenomenon which emphasises a voucher system, upper secondary schools’ local decision-making and pupils’ choices in contrast to previous bureaucratic governing. For this reason upper secondary programmes and courses on offer, together with the pupils’ individual choices, have a direct impact on what could be called the upper-secondary education market. In terms of teaching subject matter, upper secondary education is, at the same time, broadened by means of introducing three-year programmes for all pupils as well as core subjects. The aim of this doctoral thesis is to develop a deeper understanding of how pupils’ actions of choice create different sorts of integration and differentiation processes within the restructured upper secondary education. In the light of Jürgen Habermas’ theory of communicative action combined with Norman Fairclough’s critical discourse analysis, pupils’ actions of choice have been studied within four pedagogical practices: (i) choice of upper secon-dary school, (ii) choice of upper secondary programme, (iii) pupils’ initial time at an upper secondary school and how they cope with the specific culture within a programme as well as choice of courses and subjects, and (iv) pupils’ own sto-ries and points of view on how a core subject, namely Swedish, was taught. Some of the results demonstrate that pupils’ actions of choice can be voca-tion-oriented, career-oriented and consumption-oriented. It is argued that these different types of actions of choice are constituted within a market discourse. The market discourse demands that pupils are able to make suitable choices to achieve an individualistic qualification. From that point of view upper secondary education’s integration and differentiation processes aim at developing citizens' personal opportunities in order for them to benefit to their best ability from what society has to offer. Other results demonstrate that pupils’ group-oriented, inter-est-oriented and tradition-oriented actions of choice are built upon another type of discourse, which is about educating pupils towards active citizenship. It has an inter-subjective point of departure. Pupils are driven into the integration and dif-ferentiation process where they discuss and take a stand in favour of those educa-tional options, which are conceived as the most relevant in relation to a “self-determining ethical-cultural community”. The analysis of these two paramount discourses indicates that pupils' integration and differentiation processes are am-biguous.
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