| 1. |
- Beach, Dennis, 1956
(författare)
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Education science in Sweden: Promoting research for teacher education or weakening its scientific foundations?
- 2011
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Ingår i: Education Inquiry. - : Umeå University. - 2000-4508. ; 2:2, s. 207-220
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Tidskriftsartikel (refereegranskat)abstract
- Certain common elements can be identified regarding teacher education development in advanced knowledge-based economies. One of these is the attempt, up until relatively recently, to develop a solid foundation of scientific professional knowledge for what Basil Bernstein called the teacher education Trivium: roughly speaking, pedagogical sciences: approximately the psychology, sociology and philosophy of education. Another more recent development is to reverse this trend through a returning emphasis on academic subjects. The present article is based on an analysis of this policy trajectory in Sweden.
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| 2. |
- Beach, Dennis, 1956, et al.
(författare)
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The relationship between ethical positions and methodological approaches: A Scandanavaian perspective
- 2010
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Ingår i: Ethnography and Education. - : Routledge Taylor & Francis Group. - 1745-7823 .- 1745-7831. ; 5:2, s. 129-142
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Tidskriftsartikel (refereegranskat)abstract
- In this article, based on reading ethnographic theses, books and articles and conversations with nine key informants, we have tried to describe how research ethics are approached and written about in educational ethnography in Scandinavia. The article confirms findings from previous research that there are different methodological forms of ethnography there. It adds that although ethical descriptions can of course be described by using formal-philosophical ethical-typographies there is also a relationship between ethical holdings and methodological approaches. The different approaches reflect critical, feminist, interactionist and micro-ethnographic forms. The ethical types have been termed utilitarian, deontological, relational and ecological. The main conclusions are that the research we have analysed has always considered ethical issues and that these considerations often in some sense reflect national ethical guidelines from research authorities and financiers. A drift can also be discerned away from utilitarian ethics to relational and ecological thinking in accordance with methodological and ideological commitments and beliefs.
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| 3. |
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| 4. |
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Young people and marginalisation: Young people from immigrant families in Scandinavia
- 2013
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book is the result of extensive ethnographic research that has analysed the experiences of young people from immigrant families in the Nordic cities of Copenhagen, Gothenburg and Oslo. Concepts of cultural and urban studies, sociology, education and other disciplines are used - inclusion/exclusion, territorial stigmatisation, post-colonialism and critical race theory. In many ways suburban youth are to be viewed as a class-in-itself: objectified by curricula and school practices, often vilified, downtrodden and symbolically exploited in the mainstream media and common understanding. At the same time their youth cultures evoke the other half of the Marxist class concept, the class-for-itself, in understanding youth sub-cultures as creative collective responses and resistance to a shared social situation. The hip-hop cultures of youth in multicultural areas are often postmodern in identity-play and aesthetics, but by no means de-politicised, and furthermore these youths display creativity in the social media where they challenge dominant discourses of place, identity and belonging in society. The Nordic countries are often seen as the home of egalitarianism and decent hosts of immigrants, but this book reveals a more complicated picture. Inclusion and multiculturalism may be key words in Nordic educational policy, but analyses of curricula and teaching practices show that these goals are far from realised. Curricula stress a Nordic, Western and Christian cultural heritage, school practices recommend migrants to adapt to life style of the natives and residential segregation is a central factor in mechanisms of exclusion. All major cities in the Nordic countries have immigrant-dense areas, primarily in suburbs that were originally built for the upwardly mobile native working class. This segregation means less opportunities in the educational system and it is difficult to apply for a job from ‘the wrong address’. At the same time these areas have become the nests of creative and resistant youth cultures.
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| 5. |
- Beach, Dennis, 1956-
(författare)
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Engineering comments in doctoral student appointments: biased fabrications and revolving door governance practices in STEM subjects seen from gender equity and academic justice perspectives
- 2024
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Ingår i: Ethnography and Education. - 1745-7823 .- 1745-7831. ; 19:1, s. 73-95
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Tidskriftsartikel (refereegranskat)abstract
- This article derives from ongoing higher education governance research in Sweden using a mix of ethnographic methodologies and data to explore and analyse patterns of gender and class inequality and injustice. The article has very specific data comprising two STEM doctoral appointment procedures together and uses a particular methodology called Qualitative Content Analysis (QCA). It raises questions relating to potential discrimination and injustice in the appointment procedure, including pure fabrication related to applicants’ competences and symbolic violence. Such violations are not uncommon in STEM, particularly toward women according to previous research, both within the ongoing project and by other researchers. Internal governance structures and procedures should anticipate and combat these tendencies. The article indicates that this did not happen in relation to the investigated appointment processes.
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| 6. |
- Beach, Dennis, 1956-, et al.
(författare)
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On Developments in Ethnographic Research: The Case of Two Swedish Universities
- 2022
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Ingår i: International Journal of Qualitative Methods. - : SAGE Publications. - 1609-4069. ; 21
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Tidskriftsartikel (refereegranskat)abstract
- The past 40 years have formed a transitional period in Sweden’s education and political history. The social democratic reforms from the 1940s that aimed to create a centralised, expanded and integrated comprehensive education system came to an end. Decentralisation, neoliberal governance and the introduction of new public management with the creation of private schools and competition have shaped the policy regime since then. Ethnography emerged in Swedish educational research as a significant research methodology during this transitional period. Using a qualitative and quantitative investigation of research dissertations that classified and counted the use of ethnography as either classical (using core references and long-term participation research at one or a limited number of sites), or adapted (used within adaptations to other research methods), the present article explores these developments at two universities. It suggests that Swedish education ethnography has developed along similar kinds of historical trajectories to ethnography in other places, with roots similar to those in other European countries, though also with some variations. For instance, as elsewhere, ethnography needed a breakthrough point in Swedish education research. It got this in the 1980s. However, it quickly became an important part of educational research from the 1990s onwards and a strong quantitative take off early in the new millennium followed. Presently more than half of all PhD dissertations in Education at the two universities have some kind of participant observation, over half of which are also classically ethnographic. This leads us to conclude that education ethnography in Sweden has changed across its period of growth and that though configured in contemporary social science as having originated in anthropology as a methodology that employed long-term embedded participant observation, this does not limit the variations of ethnography’s development or its application.
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| 7. |
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| 8. |
- Angervall, Petra, Professor, 1970-, et al.
(författare)
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Dividing academic work: gender and academic career at Swedish universities
- 2017
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Ingår i: Gender and Education. - 347-362 : Informa UK Limited. - 0954-0253 .- 1360-0516. ; 32:3, s. 347-362
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Tidskriftsartikel (refereegranskat)abstract
- Recent changes within the higher education system have affected the balance of academic labour. This article is based on interviews with 25 women lecturers in Education Faculties at Swedish Universities. It specifically addresses the shifting balance in terms of the increased separation between teaching and research in relation to gender, and the relationship between career advancement and gender this promotes. Distinctions concerning gender and academic labour and an enhancement of these power structures are identified, as well as how these affect possibilities of academic advancement. In conclusion, this study illustrates how women academics understand and navigate their academic career in relation to gendered attributes of academic work such as competitiveness, caretaking and responsibility are discussed.
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| 9. |
- Angervall, Petra, 1970, et al.
(författare)
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The Exploitation of Academic Work: Women in Teaching at Swedish Universities
- 2018
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Ingår i: Higher Education Policy. - London : Palgrave Macmillan. - 0952-8733 .- 1740-3863. ; 31:1, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- This study concerns some of the implications of the increasing commodification of the higher education sector. It tries to highlight how higher education institutions have developed in the late 2000s through the reform path that was introduced to transform programmes and employees into marketable products. New forms of governance that change institutional contexts and concrete practices accompany this change. Based on interviews with a group of female academic lecturers and teachers, we look in particular at how the work structure is organized and practised at Swedish universities. The results illustrate a greater division of labour and a fragmentation of academic work that can be explained by recent developments. More specifically, it appears as if female academics in teaching-intensive departments do work that serves the interests of others (often men), foremost in areas and practices such as research.
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| 10. |
- Bagley, Carl, 1958, et al.
(författare)
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The marginalisation of social justice as a form of knowledge in teacher education in England
- 2015
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 13:4, s. 424-438
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Tidskriftsartikel (refereegranskat)abstract
- This paper utilises the analytical concepts developed in the work of Basil Bernstein to reflect on the ways in which discourses such as social justice are especially vulnerable in teacher education in England. In particular, under new-managerial regimes the forms of knowledge which are emphasised and valued focus on the instrumental and performative. As a consequence, critical and vertical forms of knowledge associated with social justice in teacher education are either absent or marginalised and reframed away from an appreciation and awareness of the structural and economic causes of inequality. Moreover, the criteria needed to effectively introduce social justice as a knowledge base in teacher education are positioned antithetically to neo-liberalism– neo-conservatism, making them arguably impossible to achieve within the current system of education in England.
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