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| 2. |
- 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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| 3. |
- 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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| 4. |
- 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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| 5. |
- 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
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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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| 6. |
- Beach, Dennis, 1956, et al.
(författare)
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Authoritative knowledge in initial teacher education: studying the role of subject textbooks through two ethnographic studies of mathematics teacher education
- 2012
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Ingår i: Journal of Education for Teaching. - : Informa UK Limited. - 0260-7476 .- 1360-0540. ; 38:2, s. 115-125
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Tidskriftsartikel (refereegranskat)abstract
- Two related ethnographic research projects on mathematics teacher education in Sweden are presented in this paper. They represent a response to recent policy developments that reaffirm the value of authoritative subject studies content as the central and most important component in the professional knowledge base of would-be teachers and concomitant increases in the amount of subject studies in teacher education. These policy changes, in Sweden at least, lack scientific research support and the article argues that these policies need to be seriously rethought, as the increased emphasis on subject content may undermine the development of key professional skills.
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| 7. |
- Beach, Dennis, 1956-, et al.
(författare)
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Between inclusion as a social need and inclusion as a market value in rural schools. Tensions and contradictions
- 2019
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Konferensbidrag (refereegranskat)abstract
- The purpose of this paper is to describe and analyse how globalization affects local interactions and the formation of experiences and meanings in education settings by modifying and changing the sense of education in a glo-local perspective, and in the present specific instance particularly in relation to aspects of education inclusion and equity in a rural educational context. Rural schools are important to investigate in these respects. For decades rural schools have been made invisible to/in educational research by a generalized urban school modelof investigation and policy making that has failed to engage with the voices and experiences of teachers, students and families about the teaching practices carried out in rural schools.The research has used a multi-sited multi-center ethnographic study on rural schools in Spain in combination with a multi-sited investigation in Sweden to create possibilities for a meta-ethnographic analys of the experiences and actions carried out in schools around the contents in teaching practices. The results show the voices of teachers, students and families in rural schools from a creative perspective through pedagogical practices that recognize the importance of the knowledge of space and familiarity with space; the value of students' lives outside of school; and teacher reflection. However, there are different interpretations in different schools related to the experiences and interactions that teachers, families and students have about the teaching and learning practices. Quite simply, different schools from different types of rural areas seem to form different types of educational subjectivation with different socialisation effects. Some rural schools present their own surroundings as valuable for residents there and for the nation as a whole. Rural nature are culture are represented as a tangible material and social assets and this is reflected in the teaching content. In other schools the valuation of place is less positive. This is particularly the case in areas that have in the past become deeply embedded and active in capitalist industrial production relations; such as the semi-urban industrial towns in Aragon and what in Sweden are sometimes refered to as Bruksorter (production towns). These spaces that have developed a tightened relationship to capitalist production have tended to hollow out local values forms; such as natural beauty, fisking, recreation; and replaced them by economic exchange value as the main value form for the area and its people. In Marxist theory this is a form classical alienation. Economic possibilities and an external relationship not an intrinsic quality determine the place value.
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| 8. |
- Beach, Dennis, 1956-
(författare)
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Bought privileges, educational segregation, status and prestige : The role and functions of elite schools and academic curricula in relation to education justice
- 2019
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Ingår i: Revista E-Curriculum. - : Pontifical Catholic University of Sao Paulo (PUC-SP). - 1809-3876. ; 317:3, s. 804-826
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Tidskriftsartikel (refereegranskat)abstract
- The education of the poor is usually the target of global education politics for a more socially just and equal, and effective and productive society. But according to the present article the real problems in these respects are not about the education of the poor, so much as they are those of the rich upper-class and global elites, whose inheritance of social, cultural and economic power are secured in part through the reproduction in academic education of the values of bourgeois culture and the assumed superiority of its educational code: first in schools and their curricula and then in higher education and theirs. Schools and their curricula are in focus in the article. Using ethnographic and meta-ethnographic analyses an insight into a two-way relationship between the logic of action of elite schooling and the dangerous polarizations of value that can develop through social and academic segregation are presented and a critique of elite educational differentiation, segregation and socialization is given in terms of how elite schools provide skewed access to elite knowledge and future social positions for the children of the dominant socio-cultural and economic class fractions, in ways that counteract meritocracy and educational efficiency, and that also produce alarming concepts of the value of the self and other amongst their students with significant knock on effects for future democratic polity.
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| 9. |
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| 10. |
- Beach, Dennis, 1956
(författare)
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Changing higher education: converging policy-packages and experiences of changing academic work in Sweden
- 2013
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Ingår i: Journal of Education Policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 28:4, s. 517-533
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Tidskriftsartikel (refereegranskat)abstract
- The past two decades of international higher education reform are often described by researchers as having produced new managerial and neoliberal policy turns that have brought about a fundamental global shift in the way institutions of higher education are defined, run and justify their institutional existence and practices. Universities in Sweden were felt able to offer some possible resistance and based on ethnographic research at three Swedish universities this idea is explored in the present article. The article suggests however that resistance has been circumscribed through a coordinated collection of policies and that as elsewhere, the proliferation of competition based on quasi-markets and the standardisation of quality assurance through new accountability systems predominates, with significant effects on universities, their interactions and agents, and the relative social positions, influence, status and relationships of these agents.
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