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1.
  • Adolfsson, Carl-Henrik, 1976- (författare)
  • Kunskapsfrågan En läroplansteoretisk studie av den svenska gymnasieskolans reformer mellan 1960-talet och 2010-talet
  • 2013
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • <p>In a society where the labour market is becoming increasingly knowledge intensive and more differentiated, education has assumed greater importance for the capitalist states integrative functions as for the competitiveness in the global economy. As a consequence, the educational system has become a key governing resource for the state to meet and manage different kinds of social changes and problems. Against this background the thesis raises the main question - “what kind of societal problems are the educational reforms studied here considered to be the solution of?” The aim of this thesis is to deepen the understanding of the changes of the formation of knowledge in Swedish upper secondary curriculum between the 1960s and 2010s. In what way attained these changes in view of knowledge legitimacy in relation to the socioeconomic context? And what do these changes mean in terms of the attribution of the positioning of upper secondary school pupils and teachers?</p><p> </p><p>This thesis draws on a “classical” theoretical framework of curriculum theory (i.e. the frame-factor theory) this means that the analytical focus is directed at the relationship between the content of the curriculum and the social context. With theoretical and methodological inspiration from critical realism and critical discourse analysis (CDA) the thesis argue for an alternative way to theoretical and empirical examined this relationship. Three historical reform periods are used to explore the discursive changes in the formation of knowledge in the Swedish upper secondary education reforms.</p><p> </p><p>The results show how changes in socioeconomic conditions, such as economic crisis, over time have acted as important triggers for governing mechanisms embedded in the control of the educational system. These changes and mechanisms, in turn, have resulted in some major discursive knowledge shifts between the reforms studied, from the 1960s combination of an economic-rational and an objective-subject knowledge discourse<em>,</em> through the deregulated goal-rational and socio-cultural oriented knowledge discourse of the 1990s towards the 2010s knowledge discourses that are characterized by an increased focus on learning outcomes and measurability. Against the background of these discursive shifts, the analysis also points to some underlying continuities in terms of a general “reform imperative”, based on a number of overarching values ​​such as efficiency and rationality. The result show how this imperative was embedded in all three educational reforms and has ruled the order of discourses about what was deemed to be legitimate curriculum knowledge, a professional teacher and a desirable pupil.</p>
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  • Alexiadou, Nafsika, 1968-, et al. (författare)
  • Shifting logics : education and privatisation the Swedish way
  • 2019
  • Ingår i: Challenges for public education : reconceptualising educational leadership, policy and social justice as resources for hope. - Abingdon : Routledge. - 9781138348226 - 9780429791949 - 9781138348202 ; s. 116-131
  • Bokkapitel (refereegranskat)abstract
    • <p>During the last 40 years, many countries have launched radical reforms of their public education systems in a neoliberal direction that emphasises a mixed economy of schooling. The reforms have been accompanied by discourses of ‘a crisis’ of the public sector, and shared broadly similar elements of varying degrees of decentralisation and new public management (NPM), choice, competition and the introduction of private actors and interests in public education. Much social policy and education research on marketisation reforms has focused on Anglo-Saxon countries, where institutional changes towards more choice and competition have led to a similar dismantling of the welfare state. This has included turning citizens (students, parents) into customers, with all the resulting implications for ethnically and socio-economically based differentiation (Cahill &amp; Hall, 2014; Campbell et al., 2009; Clarke et al., 2007; Roda &amp; Stuart Wells, 2013). However, despite the numerous similarities in the direction of education reforms, the existing literature on marketisation does not capture the peculiarities of the Nordic education policy settings, where choice and competition coexist with a strong sense of education as a public good.</p>
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5.
  • Alexiadou, Nafsika, 1968-, et al. (författare)
  • The boundaries of policy learning and the role of ideas Sweden, as a reluctant policy learner?
  • 2019
  • Ingår i: Beyond erziehungswissenschaftlicher Grenzen : Diskurse zu Entgrenzungen der Disziplin. - Opladen : Berliner Wissenschafts-Verlag GmbH. - 9783847423683 - 9783847414896 ; s. 63-77
  • Bokkapitel (refereegranskat)abstract
    • <p>This chapter aims to bring the study of ideas into the analysis of education policy and governance, and to explore their transfer, dissemination and feedback between the international and national policy making arenas. In a globalised education context, policy ideas about education often reflect changes in the dynamic relations between society and schooling – manifested for example in the pursuit of the knowledge economy as the future paradigm underpinning education reforms. Across Europe and other parts of the world, new policy ideas about education have driven major restructuring projects that dismantled older forms of schooling and welfare provision. Invariably, these have been replaced by new ways of defining education policy problems that draw on the market place as a new social and policy space where knowledge and policy solutions are contextualised and utilised differently to the norms of the past. The shifts in the assumptions about education policy knowledge and policy ideas, raise a number of interesting questions, such as, what produces policy changes in education systems and what is the influence of international actors? And, who are the agents of change in education reforms? Our ambition in this chapter is to connect some of these issues to the restructuring of Swedish education over the last 30 years. Sweden underwent a radical shift in the early 1990s from strong central state governing of education and very few private schools to a highly decentralized system promoting school choice and competition between public as well as private actors. Based on generous vouchers and liberal authorization rules, the private school sector expanded at a high pace, particularly in the 2000s. Allowing profit-making without demands on re-investment in schools, education has increasingly attracted large limited liability companies – something that makes the Swedish case out¬standing in an international comparison (Lundahl et al. 2013; Alexiadou, Lundahl &amp; Rönnberg 2019). In this chapter, we discuss if and to what extent the introduction and continuation of school choice and marketization policies in Sweden were guided by policy learning from external actors, in particular supranational organizations such as the European Union and the OECD.</p>
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6.
  • Andersson, Birgit, 1953- (författare)
  • Nya fritidspedagoger - i spänningsfältet mellan tradition och nya styrformer
  • 2013
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • <p>The aim of this study is to increase the knowledge and understanding of how leisure-time pedagogues´ professional identity is changed as a consequence of altered governance and resulting new tasks. More specifically the study is oriented towards understanding how external demands for quality accounts, assessments and documentation in leisure-time centers and schools, affect leisure-time pedagogues´ practice of their profession and professional identity, and how the leisure-time pedagogues relate to these demands. The empirical data are generated through interviews with 23 leisure-time pedagogues, 8 school leaders, document analyses, and a survey among 105 leisure-time pedagogues. The analysis draws on profession theories perspective and concepts like <em>knowledge base</em>, <em>jurisdiction</em> and <em>discretion</em> to understand what is central in the leisure-time pedagogues’ profession and in what direction the profession is developing: de-professionalization, professionalization or re-configuration. Bourdieu´s sociological theories with concepts of <em>field, capital</em> and <em>habitus</em> are also used for understanding of the leisure-time pedagogues´ positions, actions, and explicit relations to other professional groups. The results indicate dilemmas that the leisure-time pedagogues face related to far-going decentralisation, introduction of new public management, reduced resources, and closer links between leisure-time centres and schools. Working with traditional methods creates problems and it becomes hard to balance the work between leisure-time centre and school. The thesis shows that leisure-time pedagogues constantly conduct independent individual assessments that are mainly hidden. This has not been pointed out before but is linked to the leisure-time pedagogues´ professional identity. Assess­ment as an accounting task has on the other hand been added in connection with the transfer to the educational sector and altered forms of governance. Leisure-time pedagogues are both ambivalent and critical to these demands for transparency and accountability. Even though the leisure-time pedagogues are subjected to increased control and expected to work more with assessments in different forms, and are forced to reduce their professional work in leisure-time centres, we cannot entirely talk about de-professionalization. Also features of professionalization and signs of reconfiguration of the profession are visible. The thesis illustrates that the profession of leisure-time pedagogue is being reshaped and that the leisure-time pedagogues’ professional identity can be understood in different ways. The thesis also illustrates how a core of traditional knowledge base stands out as central for most of the professionals in the various professional identities that are found. The differences that are found are related to the local governance of schools’ organisation; to what extent the leisure-time pedagogues’ work is placed in the compulsory school day; and how strong the leisure-time pedagogues’ collective base is in the school unit.</p>
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7.
  • Angervall, Petra, et al. (författare)
  • Studiens kontext, begreppsram och empiri
  • 2013
  • Ingår i: Kön och karriär i akademin : en studie inom det utbildningsvetenskapliga fältet. - Göteborg : Acta Universitatis Gothoburgensis. - 978-91-7346-761-2 - 978-91-7346-761-9 (e-bok) ; s. 19-37
  • Bokkapitel (övrigt vetenskapligt)
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8.
  • Anttila, Sten, et al. (författare)
  • Program för att förebygga psykisk ohälsa hos barn : En systematisk litteraturöversikt
  • 2010
  • Rapport (övrigt vetenskapligt)abstract
    • <p>Det är angeläget att finna metoder för att förebygga psykisk ohälsa hos barn. Det finns tecken på att psykisk ohälsa hos barn kan ha ökat under de senaste decennierna och strukturerade insatser för att komma till rätta med problemen blir allt vanligare såväl inom kommunal verksamhet som inom hälso- och sjukvård. Interventionen utgörs av så kallade program som är standardiserade och finns beskrivna i manual eller motsvarande. Här sammanfattas det vetenskapliga underlaget för två typer av program: dels de som främst syftar till att förebygga utagerande beteenden hos barn och ungdomar, dels de som i första hand syftar till att förebygga inåtvända problem som ångest, depression och självskadebeteende. Program som har en allmänt hälsobefrämjande effekt, t ex för att förebygga drogmissbruk och våldshandlingar ingår följaktligen inte. Programmen är avsedda att ha effekt, inte bara direkt efter att programmet har avslutats utan även i framtiden. Rapporten har tagits fram på förfrågan av Kungliga Vetenskapsakademien och UPP-centrum (Utvecklingscentrum för barns psykiska hälsa) vid Socialstyrelsen. Båda har efterfrågat en systematisk litteraturöversikt för att klarlägga nyttan med att använda program för att förebygga psykisk ohälsa hos barn. Slutsatser:</p> <p>- Av 33 bedömda standardiserade och strukturerade insatser (program) som syftar till att förebygga psykisk ohälsa hos barn har sju ett begränsat vetenskapligt stöd i den internationella litteraturen. Det är föräldrastödsprogrammen Incredible Years och Triple P, familjestödsprogrammet Family Check-Up samt skolprogrammen Good Behavior Game, Coping Power, Coping with Stress och FRIENDS. Effekterna är med få undantag små. Studierna är utförda i andra länder. Eftersom effekterna sannolikt varierar med sociala och kulturella sammanhang är det oklart i vilken utsträckning som programmen kan överföras till Sverige med bibehållen effekt. Programmen kan också behöva anpassas så att de överensstämmer med svenska värderingar och syn på barns rätt.</p> <p>- I Sverige används ett hundratal olika program för att förebygga psykisk ohälsa hos barn, i huvudsak av utagerande typ. Inget av dem har utvärderats i Sverige i randomiserade studier med minst sex månaders uppföljning. Programmen De otroliga åren (översatt från Incredible Years), Triple P och Family Check-Up har enligt internationella studier begränsat vetenskapligt stöd för förebyggande effekt. Programmen KOMET, COPE, SET, StegVis, Beardslees familjeintervention, Connect och DISA har undersökts i minst en kontrollerad studie vardera men har inte tillräckligt vetenskapligt stöd för förebyggande effekt. Övriga program som används i Sverige är inte vetenskapligt utprövade som preventionsprogram.</p> <p>- Program som bygger på att ungdomar med utagerande problem träffas i grupp kan öka risken för normbrytande beteenden. Andra negativa effekter för såväl program för utagerande som för inåtvända problem är tänkbara men ofullständigt belysta.</p> <p>- Det behövs randomiserade studier som undersöker om de program som används har förebyggande effekt i svenska populationer och inte medför risker. Det behövs också hälsoekonomiska studier som undersöker om programmen är kostnadseffektiva.</p>
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