| 1. |
- Beach, Dennis, et al.
(författare)
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Spaces for influence
- 2012
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Ingår i: Cultural practices and transitions in education. - London : London: Tufnell Press. - 1872767486 - 9781872767482 ; , s. 59-71
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Bokkapitel (refereegranskat)
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| 2. |
- Lundahl, Lisbeth, 1951-, et al.
(författare)
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Gymnasiet som marknad
- 2014. - 1
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Bok (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Alexiadou, Nafsika, et al.
(författare)
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Managing inclusion in competitive school systems : The cases of Sweden and England
- 2016
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Ingår i: Research in Comparative and International Education. - London : Sage Publications. - 1745-4999. ; 11:1, s. 13-33
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Tidskriftsartikel (refereegranskat)abstract
- The last 40 years have seen great political attention paid to issues of inclusion in education, both from international organisations and also individual nations. This flexible concept has been adopted enthusiastically in education reforms concerned with increased standardisation of teaching and learning, decentralisation of education management, reduced teacher autonomy and marketisation of school systems. This paper draws from a research project that explores inclusion as part of the education transformations in England and Sweden. These two countries have been very different in their state governance and welfare regimes, but have been following similar directions of reform in their education systems. The paper evaluates the changing policy assumptions and values in relation to inclusion in the schooling changes of the last few decades, through an analysis of policy contexts and processes, and a presentation of selected empirical material from research in the two countries. We argue that, despite the similar dominant discourses of competition and marketisation, the two education systems draw on significantly different paradigms of operationalising inclusion, with distinct outcomes regarding equality.
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| 4. |
- Lundahl, Lisbeth, 1951-, et al.
(författare)
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Democracy lessons in market-oriented schools : The case of Swedish upper secondary education
- 2013
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Ingår i: Education, Citizenship and Social Justice. - London : SAGE Open. - 1746-1979 .- 1746-1987. ; 8:2, s. 201-213
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Tidskriftsartikel (refereegranskat)abstract
- Based on recent ethnographic research, this article explores young people’s opportunities of formal and informal democracy learning and expressions of such learning in the highly market-influenced Swedish upper secondary education. With its ambitious democracy-fostering goals and far-reaching marketisation, Swedish education constitutes an interesting case in this respect. The analysis indicates that ‘voting with the feet’ emerges as an important way of exerting student influence. At the same time, young people’s voice is surprisingly neglected in classroom practice. Increased focus on performance and goal attainment tends to overshadow less ‘rewarding’ aspects of the curriculum, such as democracy teaching and learning, both from the side of teachers and students. Students are also increasingly expected to act as school representatives and to avoid giving negative impressions of their school.
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| 5. |
- Lundahl, Lisbeth, 1951-, et al.
(författare)
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Pedagogisk rum-tid och strategier för aktivt lärande i högre utbildning
- 2017
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 11:1, s. 16-32
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Tidskriftsartikel (refereegranskat)abstract
- The design of formal learning spaces in higher education has almost been a non-issue until recently, when the interest has increased considerably, both in Sweden and internationally. Hitherto, the close connection between space and time has been rather unnoticed in this context. The article aims at deepening the knowledge on the relationship between space, time, teaching and learning in higher education. Especially it highlights teachers´ possibilities, or lack thereof, to promote students´ understanding of curricular content under varying spatial and temporal conditions. The article describes and analyses two empirical studies, including five undergraduate courses framed by different combinations of time-space conditions. The analysis rested on extensive data: systematic observations, student surveys, interviews of students and teachers, and in one of the studies, examination results for a longer timeperiod. We found that multi-functional learning spaces where both students and teachers could engage in presentations, communication and use of digital resources enabled teaching for student active learning, thus promoting understanding and improved examination results. This however presupposed that teachers initially got educational support and additional time for planning. Good spatial preconditions also reduced space-related time-losses and disruptions of teaching and learning considerably, which is particularly important when the teacher-led time is sparse.
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| 6. |
- Rönnberg, Linda, 1977-, et al.
(författare)
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Swedish free school companies going global : Spatial imaginaries and movable pedagogical ideas
- 2022
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Ingår i: Nordic Journal of Studies in Educational Policy. - : Taylor & Francis. - 2002-0317. ; 8:1, s. 9-19
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Tidskriftsartikel (refereegranskat)abstract
- Enabled by market-oriented policies implemented in the early 1990s, a nation-wide for-profit education industry has emerged and flourished in Sweden. As a more recent expansion strategy, Swedish school companies have begun exporting their school and early childhood education and care services internationally. In this article, three such companies and a selection of the foreign operations they have set up are studied to analyse how they describe the education services they are establishing in the new national settings. The findings show that the companies have developed and followed different edu-business models, using and transforming particular pedagogical ideas and connecting them to different spatial imaginaries. These include the Swedish/Scandinavian as both places and idealized spaces, infused with borderless global transformative spatial imaginaries on the creation of autonomous learners and futuristic education visions for global futures. Educational profiles and concepts from the Swedish context are both adjusted and marketed to the foreign settings, and entail stories on spaces and mobilities, encompassing pedagogy, teachers and students.
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| 7. |
- Sundelin, Åsa, 1965-, et al.
(författare)
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Managing critical transitions : Career support to young people risking ineligibility for upper secondary education
- 2023
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 22:4, s. 572-591
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on the support given by schools to students who are likely to leave Swedish compulsory education without the grades required to enter upper secondary education (USE). The aim is to increase knowledge about career counselors’ and teachers’ strategies and work in lower secondary schools in order to facilitate this critical transition, and to examine factors influencing this support. It takes as its starting point theoretical frameworks stressing the agency of professionals in welfare organizations, and the importance of support during the educational transitions of young people at risk. The paper builds on interviews with 20 teachers and career counselors in six municipalities of varying character. Teachers’ and career counselors’ micro-choices have a major impact on the support provided to students. Their work consists of direct and indirect support, with the former referring to prescribed professional assignments. Indirect support, taking the form of advocacy, relational, and emotional work, is not officially recognized, but appears to be a necessary precondition for the direct support. The transition seems to be at risk of becoming overly fragile unless the support is characterized by sustained collaboration between school actors in compulsory school, and between compulsory and USE levels.
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