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- Beach, Dennis, et al.
(författare)
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Young people and democratic education : On formal schooling, student initiatives, class and gender
- 2010
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Konferensbidrag (refereegranskat)abstract
- This paper introduces the symposium Active citizenship for whom? On democratic education in the upper secondary school, from a national Swedish project that set out to explore democratic education in various upper secondary school programmes. The aim of the paper is to provide a context for the empirical results from the project, by presenting central themes, concepts, discussions and results in the area of democratic education in upper secondary and secondary education. Citizenship and democracy in formal schooling and young people’s initiatives to influence and pursue these issues in school and also other settings are two central themes explored in the paper. In particular, we bring together research on the teaching of citizenship and democracy with research focussing on the attempts of young people to influence and make a difference in school and other parts of society. The paper also provides an overview to the design of the research project and the relations between the empirical papers that are to be presented at the symposium.
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- Gruffman Cruse, Ewa, et al.
(författare)
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Ett hum om lärande och rum
- 2015
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Ingår i: Universitetspedagogiska konferensen 2015. - Umeå : Universitetspedagogik och lärandestöd (UPL), Umeå universitet. ; , s. 27-29
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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- Lindblad, Sverker, 1946, et al.
(författare)
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Revisiting the Education Policy Agora: On Politics of Knowledge and Evidence 1998 - 2018 in Sweden
- 2019
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Ingår i: Program Book Nordic Educational Research Association Meeting in Uppsala, 6-8 March.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this paper is to identify and analyze changes at the education policy agora (Nowotny et al, 2003). In focus are discursive positions and arguments in educational governance during two periods; 1998 - 2001 and 2016 - 2019, particularly in Sweden as a welfare state under restructuring. We build on research on educational governance and social inclusion/exclusion that we have carried out during these two periods. For the first period , see e.g. Lindblad, Lundahl, Lindgren & Zackari (2002) on the case of Sweden and Lindblad & Popkewitz, (2001) on a ten - country study, including the Swedish case. The empirical data consist of case studies, interviews with teachers and school leaders as well as leading policy - makers and top administrators. Our research interest concerned policy reasoning and know-ledge problematics, which also made us study categorizations and taxonomies in statistics (Popkewitz & Lindblad, 2001). The study of the second period departs from the first one, but it is at present focusing on Sweden in in international contexts. Here we have a similar design of interviews with policy -makers and top administrators, and we conduct discourse analyses, but we have a special interest in comparative education research and international large - scale assessments (Lindblad, Pettersson & Popkewitz, 2018) and their impact at the education agora. From our analyses of policy documents and interviews we conclude that in both the first and the second period, statistics played a vital part in policy discourses ; population categorization and taxonomies matter in education policy reasoning and problem representations (Bacchi 1999), e.g. in terms of student dropout. However, we have found distinct differences in what statistics are referring to. In 1999, Resources for and in education had a focus on the education input, e.g. enrolment, expendi-tures and resources for education, while in 2018 a main focus concerned outcomes, such as school results and positioning in international comparisons. We present and discuss such differences as changes in educational preconditions as well as in educational reasoning at the education policy arena-
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| 10. |
- Lindblad, Sverker, 1946, et al.
(författare)
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Revisiting the education policy agora: Politics of knowledge and evidence 1998 – 2018 in Europe and Sweden. : Paper presented at the panel session "International large-scale assessments meeting educational policy-making in a restructuring Nordic welfare state" at the CIES 2019 meeting in San Francisco, USA.
- 2019
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Ingår i: Proceeding from the CIES 2019 meeting in San Francisco, USA.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this paper is to identify and analyze changes at the education policy agora (Nowotny et al, 2001). In focus are discursive positions and arguments in educational governance during two periods; 1998-2001 and 2016 -2019. The place is (mostly) Sweden as a welfare state under restructuring. We have materials from research that we have carried out during these two periods, For the first period, see e.g. Lindblad & Popkewitz, (1999; 2001 a,b,c) and Lindblad & Lundahl (2002) presenting a ten-country study on educational governance and social inclusion/exclusion, dealing with case studies, interviews with teachers and school leaders as well as policy-makers and top administrators. A special interest was here policy reasoning and knowledge problematics, which made us study categorizations and taxonomies in statistics (Popkewitz & Lindblad, 2001) . The study of the last period is in a way a continuation of the first one, but it is at present focusing on Sweden in in international contexts. Here we have a similar design of interviews with policy-makers and top administrators plus discourse analyses, but we have a special interest in comparative education research and international large scale assessments (Lindblad, Pettersson & Popkewitz, 2018) and their impact at the education agora. From our analyses of policy documents and interviews we conclude that in both the first and the second period statistics played a vital part and that population taxonomies matter in education policy reasoning and problematization, e.g. in terms of student dropout. But we found distinct differences in what statistics is referring to. In 1999 resources for and in education had a focus on the input for education, e.g. expenditures and resources for education, while in 2018 a main focus concerned outcomes, such as school results and international comparisons. We present and discuss such differences and discuss them as changes in educational preconditions as well as in educational reasoning at the education policy arena. To analyze and understand such changes is vital for grasping the changing social meaning of educational research and for examining preconditions for researching education.
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