| 1. |
- Engström (fd Åberg), Annica, 1967-, et al.
(författare)
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Sweden: Statistical Indicators
- 2001
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Ingår i: Statistical information and systems of reason on education and social inclusion and exclusion in international and national contexts. - Uppsala : Uppsala universitet. - 9189444078 ; , s. 265-286
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Lindblad, Sverker, et al.
(författare)
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Educating for the New Sweden?
- 2002
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 46:3, s. 283-303
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Tidskriftsartikel (refereegranskat)abstract
- Here we focus on Sweden as an advanced welfare state with a centralised educational system stressing modernisation and democratisation that was rapidly restructured into a deregulated, decentralised system based on vouchers and parental choice. The design was based on the collection of different kinds of data: policy texts, public statistics, in depth interviews with policy makers and administrators at different levels (n = 12) and teachers and headteachers (n = 42), surveys of students in Grade 9 in comprehensive schools (n = 413) in different contexts. In the interviews we found different recurrent themes in the narratives dealing with changes in education governance and on the subjects, students and teachers, in the system. By means of this we could portray a field of different conceptions of relations between education governance and social inclusion and exclusion among actors in different positions in Swedish education. The study showed large differences in the context of schools in terms of social and cultural backgrounds among students. We also found distinct differences between students in different cultural contexts. Those in contexts dominated by students of 'foreign background' were more loyal to traditional schooling cultures compared to more sceptical students from other contexts. In sum, our studies show a transition in the education culture in Sweden. This was conceptualised as a change in hegemony in the former welfare state where no alternatives are present in the current discourse on restructuring. [ABSTRACT FROM AUTHOR]
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| 3. |
- Lindblad, Sverker, et al.
(författare)
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Educating for the New Sweden?
- 2002
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Ingår i: Scandinavian Journal of Educational Research. ; 46:3, s. 283-303
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 4. |
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| 5. |
- 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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| 6. |
- 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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| 7. |
- Lundahl, Lisbeth, et al.
(författare)
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Från medborgare till systemoperatör?
- 2001
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Ingår i: Fostrar skolan goda medborgare?. - : Iustus Förlag, Stockholm. ; , s. 183-210
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Bokkapitel (populärvet., debatt m.m.)abstract
- Syftet med denna uppsats var att göra en fallstudie på en gymnasieskola och undersöka om det fanns förutsättningar på skolan för att fostra demokratiska medborgare. Undersökningengjordes i ett elevperspektiv. För att kunna undersöka detta var jag först tvungen undersöka vad för förutsättningar som krävs för att skolan ska kunna fostra demokratiska medborgare. Jagkom fram till, efter att ha studerat styrdokument och relevant litteratur, att för att kunna fostra elever till demokratiska medborgare krävs det att dessa får arbeta demokratiskt i praktiken, dels genom klassråd och dels genom att kunna påverka arbetsformerna på skolan och även examinations-formerna. Det krävs även att undervisningsformerna bygger på diskussion och dialog. Det deliberativa samtalet är viktigt för att fostra demokratiska medborgare. För att undersöka om dessa förutsättningar fanns på denna skola använde jag mig av enenkätundersökning som delades ut till 104 elever i årskurs tre på skolan. Resultatet av dessa enkäter visade att det finns förutsättningar till ett deliberativt samtal på skolan. Dock används sådana undervisningsformer som inte gynnar diskussioner och dialoger som exempelvis plenarundervisning och eget arbete och läsning i högre utsträckning än sådana former som gynnar det som exempelvis grupparbete och klassrumsdiskussioner. Arbetet med den praktiska demokratin som exempelvis klassråd verkar knappt fungera på skolan.Syftet med denna uppsats var att göra en fallstudie på en gymnasieskola och undersöka om det fanns förutsättningar på skolan för att fostra demokratiska medborgare. Undersökningengjordes i ett elevperspektiv. För att kunna undersöka detta var jag först tvungen undersöka vad för förutsättningar som krävs för att skolan ska kunna fostra demokratiska medborgare. Jagkom fram till, efter att ha studerat styrdokument och relevant litteratur, att för att kunna fostra elever till demokratiska medborgare krävs det att dessa får arbeta demokratiskt i praktiken, dels genom klassråd och dels genom att kunna påverka arbetsformerna på skolan och även examinations-formerna. Det krävs även att undervisningsformerna bygger på diskussion och dialog. Det deliberativa samtalet är viktigt för att fostra demokratiska medborgare. För att undersöka om dessa förutsättningar fanns på denna skola använde jag mig av enenkätundersökning som delades ut till 104 elever i årskurs tre på skolan. Resultatet av dessa enkäter visade att det finns förutsättningar till ett deliberativt samtal på skolan. Dock används sådana undervisningsformer som inte gynnar diskussioner och dialoger som exempelvis plenarundervisning och eget arbete och läsning i högre utsträckning än sådana former som gynnar det som exempelvis grupparbete och klassrumsdiskussioner. Arbetet med den praktiska demokratin som exempelvis klassråd verkar knappt fungera på skolan.
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| 8. |
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| 9. |
- Lundahl, Lisbeth, et al.
(författare)
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Var finns drömmen om en ny skola?
- 2002
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Ingår i: Pedagogiska Magasinet. ; :3, s. 24-31
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 10. |
- Lundström, Ulf, 1954-
(författare)
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Gymnasielärare - perspektiv på lärares arbete och yrkesutveckling vid millennieskiftet
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to contribute to knowledge about how the work and profession of upper secondary school teachers is understood and shaped by the teachers in the beginning of the 21st century, and to relate that understanding of work and professional development to the strivings of the teachers’ trade unions and the state. With the implementation of an innovation as a starting point, the teachers’ narratives also described their work in a broader sense. Connections and contradictions between those descriptions of everyday work are analysed in relation to central ideas in research and state and trade union policy. The empirical data were mainly generated through interviews and studies of state- and teachers’ trade union policy documents. Twenty-three teachers at four upper secondary schools were interviewed twice, with a one year interval. Five school leaders were also interviewed. A minor questionnaire added data concerning professional development. 102 documents published by the State and the teachers’ trade unions between 1964 and 2004 were analysed using critical discourse analysis.The analysis is eclectic, drawing on perspectives and conceptions from theories on professions, organisations, school development and the frame factor theory. The overall approach of the study is practice related research and includes an intention to draw attention to connections between micro and macro levels.The analyses of the teachers’ narratives on implementation indicate that they were able to do the job despite unsatisfactory conditions thanks to high work morale and extensive experience. The infrastructure provided by the frame factors was weak or working at cross purposes. The school-wide support for development was stronger at one of the four schools.The teachers’ formal freedom of action was substantial. In practice it was restricted by frame factors and the fact that the potential freedom was not fully used. Thus, the actual autonomy was more limited than it appeared to be. The school culture included elements of balkanised and contrived collegiality. Many tasks were delegated to the interdisciplinary work teams, but the teams did not seem to live up to expectations. Primarily, they lacked time and an appropriate group composition. There was a clash between the interdisciplinary work teams and the teachers’ need to co-operate within subject work teams. The teachers did not regard interdisciplinary work teams as useful for school or professional development.Supportive conditions for long-term, shared learning and dialogue between researchers and practitioners were largely lacking. Visions such as learning organisations were far removed from the everyday life in the schools. Changes in organisational structures at the schools have partly been counterproductive.The far-reaching restructuring of the Swedish upper secondary schools implemented from the end of the 1980s and during the 1990s was in line with international reform trends. It also had specific national characteristics. The concept professional teachers was introduced in some Government bills around 1990. The teachers’ trade unions adopted the concept and it became increasingly significant in trade union policy during the 1990s. At the turn of the millennium it was a dominant idea in their documents.During the 1990s several influential discourses became established as shared views between the State, trade unions and some researchers, e.g. what I have called change and professional discourses. They were rarely problematized in state and teachers’ trade union policy documents. The two agreements between the teachers’ trade unions and the employers, in 1995 and 2000, constituted another component of what has been termed a system-shift in the Swedish school system. They influenced the teachers’ working conditions and implied new strategies for the trade unions. The professional, change and management discourses salient in the documents were brought into schools with insufficient opportunities for the teachers to develop a deep meaning of the discourses.The study emphasizes the importance of practice oriented studies, related to wider contexts, in order to provide insights into teachers’ work and professional development. It also brings nuances to, and problematizes theoretical conceptions and discourses in the field.Key-words: teaching profession, upper secondary teachers, change, school reform, professional development, school development, frame factors, school governance, school policy, trade union
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