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- Beach, Dennis, et al.
(författare)
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Twelve years of upper-secondary education in Sweden : the beginnings of a neo-liberal policy hegemony?
- 2011
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Ingår i: Educational review (Birmingham). - : Routledge. - 0013-1911 .- 1465-3397. ; 63:3, s. 313-327
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Tidskriftsartikel (refereegranskat)abstract
- In this article we discuss data produced about learning practices and learner identities during the past 12 years of upper-secondary school development in Sweden based on ethnographic fieldwork that has examined these issues with respect to two sets of pupils from these schools: one successful, one unsuccessful. Two things are considered in particular. One is how these pupils and their school activities are described and positioned by teachers. Another is how pupils describe their own activities and position themselves. Some policy changes have been noted across the researched period. Questions relating to participation are considered in relation to them and there is also an attempt to make a connection to a possible social-class relationship. Our main concern however, is for how recent policy changes have been enacted in schools and classrooms and what effects this enactment seems to have had on learner subjectivity and learner identities.
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| 2. |
- Beach, Dennis, et al.
(författare)
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Making Right Choices : an Ethnographic Investigation of Creativity and Performativity in Four Swedish Schools
- 2009
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Ingår i: Oxford Review of Education. - : Routledge. - 0305-4985 .- 1465-3915. ; 35:6, s. 689-704
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Tidskriftsartikel (refereegranskat)abstract
- This article uses ethnographic research from two Year 8 classes in two middle-sized secondary schools about a kilometre apart in a Swedish west-coast town to examine how new policies for personalised learning have developed in practice, in the performative cultures of modern schools in a commodity society. One school stands in a predominantly middle-class area of privately owned 'low-rise' houses. The other is in an area of 'high-rise' rented accommodation, where the first language of many homes is not Swedish. The differences are important. According to the article, personalised learning mobilises material and social resources in these schools that support new forms of individualistic, selfish and private accumulations of education goods from public provision and a valorisation of self-interest and private value as the common basis for educational culture. The article describes this cultural production in school and links it to processes of cultural and social reproduction.
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| 5. |
- Dovemark, Marianne
(författare)
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Etnografi
- 2007
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Ingår i: Lära till lärare. - : Liber. - 9789147084210
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Dovemark, Marianne, et al.
(författare)
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Pedagogic identities for sale! Inclusion and competition in two local upper secondary school markets in Sweden
- 2013
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Konferensbidrag (refereegranskat)abstract
- The increasing use of ‘the private’ as a mean of delivery of public service, including several education reforms, such as decentralization, free school choice and a liberal tax-funded voucher system have paved the way for a rapid increase of upper secondary schools in Sweden. There is a strong competition between these schools. Today, half of all schools at the post 16-level are run by municipalities, while the rest is run by private owners, mainly organized as large school concerns. About 25% of all upper secondary students study at an independent school (Swedish National Agency for Education, 2012). As Bernstein stated already in 1996, the market relevance has become the key-orientating criterion for the selection of discourses. The ‘capitalisation’, which is making public schools into commodity producing enterprises (Rikowski, 2003) is now a fact. Furthermore the education market is no longer simply a matter of choice and competition, according to Ball (2004) it is a sophisticated system of goods, services, experiences and routes. In parallel with an increasing competition there is still political consensus in Sweden regarding the education’s mission of being socially compensatory and inclusive. However recent statistics and research highlight alarming results of increased segregation between municipalities, schools and between students (Swedish National Agency for Education, 2012; Östh, Andersson and Malmberg, 2012).
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