| 1. |
- Bergh, Andreas, 1964-, et al.
(författare)
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Local enactment of the Swedish ‘advanced teacher reform’
- 2019
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Ingår i: Journal of Curriculum Studies. - : Routledge. - 0022-0272 .- 1366-5839. ; 51:3, s. 326-341
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.
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| 2. |
- Bergh, Andreas, 1964-, et al.
(författare)
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On collegial deliberation as a tool to counteract racism in education
- 2022
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; , s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- This paper analyses and discusses the possibilities and challenges ofcollegial mutual deliberation among teachers as a way of counteractingracism. It takes its starting point in research on teacher collaborationthat emphasises the importance of creating conditions locally forcritical discussions, building on knowledge from different perspectivesand going beyond simple solutions. With a focus on the practical, theidea of deliberative communication serves as a theoretical lens toanalyse discussions among eight teachers on their responses to racism.The study provides theoretical and empirical knowledge about thepotential contribution of collegial deliberation to developinga communicative teacher community that counteracts racism.
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| 3. |
- Bergh, Andreas, 1964-
(författare)
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Why quality in education - and what quality? : A linguistic analysis of the concept of quality in Swedish government texts
- 2011
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Ingår i: Education Inquiry. - Umeå : Taylor & Francis. - 2000-4508. ; 2:4, s. 709-723
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses why the concept of quality has become such a central theme in Swedish education policy, and what quality or qualities successive governments have pursued between 1990 and 2010. The analysis is based on a close reading of a collection of policy texts from the late 1980s onwards. With a linguistic and historical perspective, the theoretical approach is inspired by Quentin Skinner (1988a, 1988b) and speech act theory. The study shows that certain “criteria of application” long associated with education have gradually been challenged and partly marginalised by criteria highlighting results and relating to market and system needs. As a consequence it can be argued, with support from speech act theory, that use of the concept of quality has led to an acceptance of new social perceptions in education.
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| 4. |
- Löfdahl, Annica, 1960-, et al.
(författare)
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What happened to the glowing activism in the Swedish School Rebellion on Facebook?
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This presentation focus on Swedish teacher’s School rebellion on Facebook, a group whose conversations early in the spring of 2021 were filled with enthusiasm and glowing activism. In about 650 post every month, teachers vividly discussed how to improve the Swedish school and the working conditions for teachers. However, in the following year there was a sharp decrease in the number and type of posts in the group. To understand the changes of the group discussions, the aim of this paper is to study what content is given presence in the posts and to analyse to what extent this is deliberated on between the teachers.Our theoretical perspective is inspired from research on deliberative communication, where analyses of arguments, stances and concretizations are made (Englund, 2006). We are particularly interested in how different perspectives in the posts and comments are received and if there is space for tolerance and respect for different viewpoints. We have followed the activities (posts, comments and likes) in the rebellion group from March 2021 and intensively for ten weeks, then occasionally until March 2022. As the posts rapidly decreased, we searched among the about 100 posts made by the administrators, from which we selected ten for further analyses. Repeatedly during the year, the administrators tried to initiate and stimulate discussions, by asking for advice on how the group should act, what focus the members wanted the group to have or by challenging the members to react on or think about specific issues. Thereby, we direct a specific focus at the administrators’ roles to create a conversation climate that support the group’s ambitions.We found that the administrators, besides asking the teachers to present topics of interest, to initiate several different issues to discuss in the group. When we analysed the conversations in the light of the concept of deliberation, we found in some posts no deliberative approach at all, in other posts a pre-deliberative approach and in some posts even a counter-deliberative approach to appear. From these findings, we discuss the administrators’ roles in keeping the spirit and glowing activism alive. The specific Facebook forum for these conversations is discussed in terms of online deliberation and specific limitations and possibilities. When it concerns the question of content, it is naturally so that the content is important for the discussion to be liked and commented on by the teachers in the group. However when the conversation does not have a clear agenda, when discussions are not followed up by the administrators, who started the thread - or even when the admin takes over and hijacks the discussion - the interest becomes less among the members and the glowing activism seems to fade out. The topic is of high relevance to the Nordic educational research as similar online forum show up in all Nordic countries, discussing issues of relevance for schools’ and teachers’ work.
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| 5. |
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| 6. |
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| 7. |
- Löfdahl, Annica, 1960-, et al.
(författare)
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Swedish teachers’ and school leaders’ rebellion groups on Facebook : Collective formations and administrators as gatekeepers
- 2022
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; , s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- This article explores Swedish teachers' and school leaders' Facebook rebellion groups as a medium where professional needs and actions can be formulated. Data consist of interviews with administrators representing the rebellion groups. Based on a theoretical perspective of teacher agency we searched for experiences and visions related to contextual aspects expressed in the groups. The results indicate a common experience of lacking resources among the groups. Through a well-balanced agency, they search for support among politicians in their striving to improve working conditions. However, the groups might develop different conditions for participating due to the formation of group-specific conversational climate about what is desirable and possible to post and discuss. Discussions on work-related issues might certainly be affected and the rebellion groups might contribute to preserve the specificity of each level in the school system. A split in the teachers' rebellion group indicates virtual relationships between professionals are easy to give up in favour of new formations, making the virtual groups vulnerable. The results raise the question about changing cultural aspects and what it means to be a professional teacher/school leader. Will teacher agency in the future be dependent on participation in such social media groups?
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| 8. |
- Arneback, Emma, 1974-, et al.
(författare)
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En skola i integration? Lärdomar från Örebro kommuns arbete med styrd skolintegration
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Skolsegregationens negativa konsekvenser har på senare år kommit alltmer i fokus. Den här rapporten har studerat Örebro kommuns arbete med integration och måluppfyllelse vid kommunens skolor, och då specifikt nedläggningen av högstadiet på Vivallaskolan och dess omorganisering till fyra anvisningsskolor i kommunen under 2017–2020.Forskarna har följt arbetet på de fyra skolorna under två och ett halvt års tid och intervjuat 128 personer: elever, lärare, skolpersonal, skolledning, politiker och tjänstemän – tillsammans bildar de en väv av röster som beskriver från en rad olika perspektiv hur omorganiseringen av Vivallaskolan har uppfattats och vilka effekter det har fått på olika nivåer.Rapporten visar på både möjligheter och utmaningar att lära av, och genom det kastar den ljus över vilka processer som har bidragit till minskad segregation, samt ökad integration och måluppfyllelse. I en förlängning kan kunskap om dessa processer komma att gynna alla elevers lärande och utveckling.
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| 9. |
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| 10. |
- Arneback, Emma, 1974-, et al.
(författare)
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On Teachers’ Professionalism When Colleagues Express Racism : Challenges and Choices
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 67:1, s. 169-180
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to shed light on teachers’ actions to counter racism expressed by their colleagues. Based on qualitative interviews with teachers in Swedish upper secondary schools, the article presents a narrative analysis of three teachers. The article highlights the complexity of what it means to be a colleague in anti-racist work and argues that this brings different risks and possibilities for White teachers and for teachers of colour. By relating the narratives to research on racism and teacher professionalism, the article contributes to a better understanding of the prevalence and character of racism expressed by colleagues, and points at the need for further research.
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