| 1. |
- Bergh, Andreas, 1964-, et al.
(författare)
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Local enactment of the Swedish ‘advanced teacher reform’
- 2019
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Ingår i: Journal of Curriculum Studies. - : Routledge. - 0022-0272 .- 1366-5839. ; 51:3, s. 326-341
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.
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| 2. |
- Hildén, Ebba, 1976-, et al.
(författare)
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Undervisning från svenska förskolechefers perspektiv : Spänningar mellan förväntningar och erfarenheter
- 2018
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Ingår i: Barn. - : Norsk senter for barneforskning. - 0800-1669 .- 2535-5449. ; 36:3-4, s. 147-162
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to contribute knowledge about Swedish preschool managers’ usage of the concept of teaching in preschool. Concept analysis (Koselleck 2004) is carried out, which is supported by the analytical concepts of horizon of expectation and space of experience. The empirical material consists of sound recorded talks and a survey with open questions about teaching in preschool with one follow-up-interview in order to deepen the survey results. The results of the analysis show preschool managers expectations on the staff to starting to use the concept, however, without no radical changes in their practice. Rather, as one manager expressed – it is about to ”gild” the practice. Nevertheless, the study shows that the concept holds a range of tensions, where for example earlier collegial responsibility is challenged by a more divided responsibility. Such tensions enable possible changes in the meaning of the concept as well as changes in preschool practice.
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| 5. |
- Karlsson, Marie, 1971-, et al.
(författare)
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Making Sense of After-School CareDilemmas in Mothers' Stories of After-School Care in Finland and Sweden
- 2015
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Ingår i: Children & society. - Hoboken, USA : Wiley. - 0951-0605 .- 1099-0860.
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Tidskriftsartikel (refereegranskat)abstract
- The study focuses on dilemmas in storied experiences of everyday after-school care arrangements amongSwedish and Finnish mothers. Finland and Sweden, which share a history of strong labour marketattachment among women, arrange institutional after-school care in similar ways. The data consist ofinterviews with three Swedish and six Finnish mothers. A positioning analysis of four stories showshow decisions related to children's after-school hours were allocated among different actors. Two reoccurringdilemmas, Competent-dependent child stories and Unburdened-deficient mother stories, emergedfrom the data analysis as related to prevailing moral discourses on childhood and motherhood.
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| 6. |
- Karlsson, Marie, 1971-, et al.
(författare)
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Morality in Parents' Stories of Preschool Choice : Narrating Identity Positions of Good Parenting
- 2013
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 34:2, s. 208-224
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to contribute to our understanding of how moral aspects of parents’ choices of preschool play a part in the processes of marketisation and privatisation of childcare in Sweden. The paper explores parents’ narratives of preschool choice as moral claims of parental identities. The analysed data are based on a study of how parents make sense of their preschool choice during life-story interviews. Our results point out good parenting as having to do with making distinctions between what is ‘good and bad’ and ‘right and wrong’ regardless of whether the choices concern preschools or the behaviour of preschool teachers and parents. Culturally available discourses become visible through the making of these distinctions in ways that ultimately point to the subject position of parents as particular choosers as related to a prevailing discourse of parental responsibility.
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| 7. |
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| 8. |
- Karlsson, Marie, 1971-, et al.
(författare)
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Promoting professional freedom : Public preschools dealing with the market
- 2009
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Ingår i: Educação, Soeciedade & Culturas. - 0872-7643. ; :29, s. 73-87
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to contribute to the discussion of the privatisation and marketisation of childcare in Sweden from the perspective of public preschool teachers. Interviews were conducted with three teachers and their principal. The respondents were asked to elaborate on their experiences of the recent establishment of a nearby private preschool and its possible impact on their own preschool practice. A narrative analysis revealed three key narratives in the data: the market narrative, the narrative of the good public preschool and the narrative of professional freedom. The key narratives made visible a local sense making and re-negotiation of cultural discourses about marketisation, making freedom of choice a prerogative for public preschool teachers instead of for parents. We argue that this may have implications or the teaching profession and teacher identity.
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