| 1. |
- Alexiadou, Nafsika, 1968-, et al.
(författare)
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Shifting logics : education and privatisation the Swedish way
- 2019
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Ingår i: Challenges for public education. - Abingdon : Routledge. - 9781138348226 - 9780429791949 - 9781138348202 ; , s. 116-131
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Bokkapitel (refereegranskat)abstract
- 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 & Hall, 2014; Campbell et al., 2009; Clarke et al., 2007; Roda & 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.
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| 2. |
- Alexiadou, Nafsika, 1968-, et al.
(författare)
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The boundaries of policy learning and the role of ideas : Sweden, as a reluctant policy learner?
- 2019
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Ingår i: Beyond erziehungswissenschaftlicher Grenzen. - Opladen : Berliner Wissenschafts-Verlag GmbH. - 9783847423683 - 9783847414896 ; , s. 63-77
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Bokkapitel (refereegranskat)abstract
- 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 & 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.
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| 3. |
- Rönnberg, Linda, 1977-, et al.
(författare)
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Pedagogiskt arbete i en global tid : svenska friskoleföretag och deras utlandsetableringar
- 2021
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Ingår i: Ämnet som blev. - Umeå : Umeå Universitet. - 9789178556045 - 9789178556038 ; , s. 125-141
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Konferensbidrag (refereegranskat)abstract
- Hur friskolor och det fria skolvalet har påverkat det pedagogiska arbetet i Sverige har varit föremål för både forskning och reformdiskussioner. En långt mindre studerad aspekt av denna utveckling handlar om hur reformerna har möjliggjort framväxten av en svensk utbildningsindustri med internationella exportambitioner. Kapitlets syfte är att beskriva och diskutera hur tre stora svenska friskoleföretag beskriver sin verksamhet i skolor och förskolor utomlands. Kapitlet illustrerar hur anpassningar görs både i förhållande till den valda affärsmodellen och till den nya nationella kontexten liksom i förhållande till den tilltänkta elev- och föräldragruppen. I detta profileringsarbete kommer den svenska bakgrunden i företagens verksamhet och pedagogiska ansats till uttryck på olika sätt. Kapitlet bidrar med perspektiv på hur det pedagogiska arbetet transformeras i en global tid och vilken roll kommersiella privata aktörer kan spela i sådana processer.
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| 4. |
- Rönnberg, Linda, 1977-, et al.
(författare)
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Swedish free school companies going global : Spatial imaginaries and movable pedagogical ideas
- 2022
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Ingår i: Nordic Journal of Studies in Educational Policy. - : Taylor & Francis. - 2002-0317. ; 8:1, s. 9-19
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Tidskriftsartikel (refereegranskat)abstract
- Enabled by market-oriented policies implemented in the early 1990s, a nation-wide for-profit education industry has emerged and flourished in Sweden. As a more recent expansion strategy, Swedish school companies have begun exporting their school and early childhood education and care services internationally. In this article, three such companies and a selection of the foreign operations they have set up are studied to analyse how they describe the education services they are establishing in the new national settings. The findings show that the companies have developed and followed different edu-business models, using and transforming particular pedagogical ideas and connecting them to different spatial imaginaries. These include the Swedish/Scandinavian as both places and idealized spaces, infused with borderless global transformative spatial imaginaries on the creation of autonomous learners and futuristic education visions for global futures. Educational profiles and concepts from the Swedish context are both adjusted and marketed to the foreign settings, and entail stories on spaces and mobilities, encompassing pedagogy, teachers and students.
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