| 1. |
- Bergh, Andreas, et al.
(författare)
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A changed language of education with new actors and solutions : the authorization of promotion and prevention programmes in Swedish schools
- 2014
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Ingår i: Journal of Curriculum Studies. - : Informa UK Limited. - 0022-0272 .- 1366-5839. ; 46:6, s. 778-797
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Tidskriftsartikel (refereegranskat)abstract
- This article demonstrates how changes in the language of Swedish education policy have opened up a new social perception of education, in which space has been created for new actors, models and solutions in terms of managing activities in schools. Specifically, it seeks to illustrate how various promotion and prevention programmes have been authorized and disseminated without critical inquiry or resistance in the education sector. To this end, we analyse how the specific, essentially contested concepts of health, value base and communication have been employed in authoritative national documents over the two last decades. For our analysis, we draw on speech act theory, with a focus on linguistic performativity, as we have been interested in analysing how concrete authoritative actors have ‘performed’ various arguments. The analysis helps us to understand how the linguistic force originating from authoritative agencies can be used by different actors as a way to legitimize their arguments and actions. The results demonstrate how different national authorities, as a consequence of their use of the three concepts analysed, have contributed to the establishment of promotion and prevention programmes in education.
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| 2. |
- 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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| 3. |
- 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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| 4. |
- Englund, Tomas, 1946-, et al.
(författare)
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Formation in five universities : A critical analysis of their portraits, plans and re-presentations
- 2013
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Konferensbidrag (refereegranskat)abstract
- This paper focuses on ’formation’ in higher education. In the international context of competitiveness, internationalization, ‘entrepreneurialism’ in ‘research intensive’ environments, how do universities conceptualise ‘formation’ and how are such images communicated on institutional websites and in strategic plans? This paper is an exploratory analysis of such re-presentations in five highly ranked universities. Governments and stakeholders increasingly measure institutions’ capacity to stimulate economic growth and meet the needs of knowledge societies in a climate of financial crisis (Stensaker & Harvey 2011). Institutions must be ‘marketed’ to students and external stakeholders to secure financing, increasingly from the private sector whose purses respond to ‘ranking’ criteria (see www.timeshighereducation.co.uk/world-university-rankings/). An international market has been generated for students, funding academic staff, overlaid with performance indicators, quality reviews and performance-based funding (Tremblay, K., Lalancette, D. & Roseveareet, D. (2013). Does such international competitiveness further civic engagement or contribute to the formation of a new ‘creative class’ that lives in ‘neighbourless neighbourhoods’, preoccupied with themselves where they ‘bowl alone’!? (Florida, 2002, 2005; Putnam, 2000). How do selected institutions re-present or ‘market’ and ‘brand’ themselves in such climates and contexts and is it possible to predict the impact of such formulations on programmes and their content as well as staff and student experiences?This paper will provide a critical analysis of how this is done in a purposive sample of five Universities, four European, and one US. The theoretical framework deployed is summarised in table 1 where the logic of responsibility regards a moral dimension as essential to formation, while the logic of accountability marches to the beat of NPM. However, we see these logics (and languages) as creating tensions, sometimes incompatible, while part of the purpose of the analysis is to establish how institutions respond to, reject or otherwise deal with these competing world views as a framing of formation
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| 5. |
- Englund, Tomas, 1946-
(författare)
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Om evidensanspråk och universitetspolitik : Underlag för en diskussion
- 2013
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- I föreliggande paper vill jag för det första ifrågasätta en alltmer utbredd och okritisk användning av evidensbegreppet som legitimitetssignal för god forskning. Jag kommer därför att först ta upp frågan om användning av evidensbegreppet i ett mer generellt perspektiv och sedan ge några konkreta exempel på hur det används. Därvid vill jag ställa den universitetspolitiska frågan om lämpligheten att använda metoder som påstås ha evidens, trots förekomst av utvärderingar som ifrågasatt densamma, för att kapitalisera universitetet, eller som det låter: ”Vi ska nu satsa på att verifiera den här metoden och varumärkesskydda den och utveckla den som en kommersiell produkt” (Örebro universitet Forskningsnyheter 2013-02-04). I förlängningen av denna fråga skall slutligen kort också en fråga diskuteras, nämligen om lämpligheten över huvud taget att (Örebro) universitet har ett holdingbolag.
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| 7. |
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| 8. |
- Arneback, Emma, 1974-, et al.
(författare)
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Achieving a professional identity through writing
- 2017
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Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 8:4, s. 284-298
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Tidskriftsartikel (refereegranskat)abstract
- In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.
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