| 1. |
- Beach, Dennis, et al.
(författare)
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The Empirical Study
- 2011
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Ingår i: Youn people's influense and democratic education: Ethnographic studies in upper-secondary schools. - London : Tufnell Press. - 9781872767185 - 1872767184 ; , s. 29-33
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Bokkapitel (refereegranskat)
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| 4. |
- Angervall, Petra, Professor, 1970-, et al.
(författare)
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Dividing academic work: gender and academic career at Swedish universities
- 2017
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Ingår i: Gender and Education. - 347-362 : Informa UK Limited. - 0954-0253 .- 1360-0516. ; 32:3, s. 347-362
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Tidskriftsartikel (refereegranskat)abstract
- Recent changes within the higher education system have affected the balance of academic labour. This article is based on interviews with 25 women lecturers in Education Faculties at Swedish Universities. It specifically addresses the shifting balance in terms of the increased separation between teaching and research in relation to gender, and the relationship between career advancement and gender this promotes. Distinctions concerning gender and academic labour and an enhancement of these power structures are identified, as well as how these affect possibilities of academic advancement. In conclusion, this study illustrates how women academics understand and navigate their academic career in relation to gendered attributes of academic work such as competitiveness, caretaking and responsibility are discussed.
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| 5. |
- Angervall, Petra, Professor, 1970-, et al.
(författare)
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Research or teaching? Contradictory demands on Swedish teacher educators and the consequences for the quality of teacher education
- 2020
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Ingår i: Journal of Praxis in Higher Education. - Borås. ; 2:1, s. 63-84
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Tidskriftsartikel (refereegranskat)abstract
- Based on a policy analysis and interviews with assistant lecturers and lecturers (with a PhD) who are heavily involved in teacher education, the present article addresses contemporary tensions and challenges in Swedish teacher education. The point of departure is the theoretical framework of mission stretch and the third space professional in teacher education with the aim of investigating how teacher educators experience and navigate their daily work. The findings of the study illustrate the tensions teacher educators experience between research and teaching tasks, between a constant flow of tasks, large student groups, and demands of high-quality teaching. The findings also show a gap between the practical anchoring of some research in teacher education and feelings of tension between teaching practices and the value of research. In conclusion, teacher education would seem to be developing into a cluster of tasks, challenges, expectations, and skills. This indicates that teaching and research are not the only missions and cannot be taken for granted in light of how teachers struggle to define their professional knowledge and value with respect to increasingly strong competitive demands for research performance.
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| 6. |
- Angervall, Petra, 1970, et al.
(författare)
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The Exploitation of Academic Work: Women in Teaching at Swedish Universities
- 2018
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Ingår i: Higher Education Policy. - London : Palgrave Macmillan. - 0952-8733 .- 1740-3863. ; 31:1, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- This study concerns some of the implications of the increasing commodification of the higher education sector. It tries to highlight how higher education institutions have developed in the late 2000s through the reform path that was introduced to transform programmes and employees into marketable products. New forms of governance that change institutional contexts and concrete practices accompany this change. Based on interviews with a group of female academic lecturers and teachers, we look in particular at how the work structure is organized and practised at Swedish universities. The results illustrate a greater division of labour and a fragmentation of academic work that can be explained by recent developments. More specifically, it appears as if female academics in teaching-intensive departments do work that serves the interests of others (often men), foremost in areas and practices such as research.
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| 7. |
- Bagley, Carl, 1958, et al.
(författare)
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The marginalisation of social justice as a form of knowledge in teacher education in England
- 2015
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 13:4, s. 424-438
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Tidskriftsartikel (refereegranskat)abstract
- This paper utilises the analytical concepts developed in the work of Basil Bernstein to reflect on the ways in which discourses such as social justice are especially vulnerable in teacher education in England. In particular, under new-managerial regimes the forms of knowledge which are emphasised and valued focus on the instrumental and performative. As a consequence, critical and vertical forms of knowledge associated with social justice in teacher education are either absent or marginalised and reframed away from an appreciation and awareness of the structural and economic causes of inequality. Moreover, the criteria needed to effectively introduce social justice as a knowledge base in teacher education are positioned antithetically to neo-liberalism– neo-conservatism, making them arguably impossible to achieve within the current system of education in England.
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| 10. |
- Beach, Dennis
(författare)
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Articulating theory, practice and objectivity in the ethnography of education as a community of practice
- 2013
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Konferensbidrag (refereegranskat)abstract
- What ethnography is, what good ethnography is, and what is good and or bad about ethnography, has been debated and written extensively on both theoretically, philosophically and empirically. Attempts to define ethnography and describe it in ideal terms has been argued to be both good for ethnography, as it helps establish good standards, and bad, as it sets up barriers to experimentation and acts as a conservative force against new developments. The present paper is essentially an empirical and reflective one that has been developed from data produced by reflecting on actions and writings about ethnography and asking others do the same and to comment on these reflections. It is based on the analysis of notes and memos made in the field, as I have read and read about, supervised and carried out ethnographic research and carried out structured and unstructured conversations and deliberate and recorded interviews across a long term participation in ethnography in education research. The research has mainly been conducted in Scandinavia in particular but has also included activities with central and southern European and UK-based researchers.
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