| 1. |
- Dovemark, Marianne, 1952, et al.
(författare)
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The Janus Face of ‘Freedom of Choice’ in Upper Secondary School Markets
- 2022
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Ingår i: A. Rasmussen & M. Dovemark (eds.) Governance and Choice of Upper Secondary Education in the Nordic Countries. Access and Fairness. - Dordrecht Heidelberg New York London : Springer. - 9783031080487 ; , s. 99-114
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The Swedish educational system has, during the last decades, changed dramatically with respect to its organization, system of governance and curriculum. The market-oriented reforms implemented in the 1990s have had a great impact towards a deeper social and geographical segregation where schools are becoming more and more socio-economically and ethnically homogeneous. Since a school’s survival in this situation is highly dependent on its success in recruiting students, schools expend economic and personnel resources on marketing their facilities, ethos and programmes. By using the lens of Althusser’s concept of ideology, this chapter focuses on how the ‘academic-vocational divide’ is secured within a strong discursive context of democracy and freedom of choice. By analyzing the private company AcadeMedia’s upper secondary schools’ various marketing materials, this chapter aims to answer the following questions: What subject positions are prospective students given? How are these subject positions connected to the social division of labour? The findings show that schools market themselves as unique ‘brands’, hailing different segments of the ‘consumer market’ of students. Through this process of ideology, students from different social classes are hailed and prepared for different roles, both as future workers and as citizens, reinforcing a division between intellectual and manual labour.
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| 2. |
- Nylund, Mattias, 1980, et al.
(författare)
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Socialisation and citizenship preparation in vocational education : Pedagogic codes and democratic rights in VET-subjects
- 2020
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 41:1, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Previous studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students’ practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students’ practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes.
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| 3. |
- Nylund, Mattias, 1980, et al.
(författare)
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The academic-vocational divide in three Nordic countries : implications for social class and gender
- 2018
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Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 9:1, s. 97-121
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Tidskriftsartikel (refereegranskat)abstract
- In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as “market relevance” and employability. This trend strengthens the academic–vocational divide, mainly through an organisation of knowledge in VET that separates it from more general and theoretical elements. This trend also seems to affect VET students’ transitions in terms of reduced access to higher education, particularly in male-dominated programmes. We also identify low expectations for VET students, manifested through choice of textbooks and tasks, organisation of teacher teams and the advice of career counsellors.
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| 4. |
- Ledman, Kristina, et al.
(författare)
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Gendered distribution of ‘knowledge required for empowerment’ in Swedish vocational education curricula?
- 2018
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Ingår i: Journal of Vocational Education and Training. - Abingdon : Routledge. - 1363-6820 .- 1747-5090. ; 70:1, s. 85-106
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Tidskriftsartikel (refereegranskat)abstract
- Sweden is internationally commended for a high degree of gender equality, but many divisions in Swedish society, including the labour market, disadvantage women. This paper addresses gendered divisions of preparation for civic participation in the vocational upper secondary national curricula, which may participate in reproduction of the pattern. In a comparative analysis of the curriculum guidelines for different vocational upper secondary programmes, we focus on the inclusion of important knowledge for empowerment and how knowledge is contextualised in terms of valued labour positions. We deploy Bernstein’s concepts of horizontal and vertical discourse and Connell’s concepts of production, consumption and gendered accumulation. A general finding is that vertical discourse is contextualised towards discourses of consumption in girl-dominated programmes and towards discourses of production in boy-dominated programmes. Boy-dominated programmes include more knowledge that can be clearly classified in recognised disciplines or fields, whereas girl-dominated programmes include courses of undefined knowledge, such as creativity and entrepreneurship. We conclude that the vocational curricula reinforce rather than challenge existing gender structures in the labour market and wider society. In a historical perspective, it can be concluded that Swedish vocational education policy has a continuum of ‘gender-blindness', and thus confirming with wider norms.
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| 5. |
- Nylund, Mattias, 1980-, et al.
(författare)
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Gymnasiereformens konsekvenser för den sociala fördelningen av kunskaper i de yrkesorienterade utbildningarna
- 2011
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Ingår i: Pedagogisk forskning i Sverige. - Stockholm : Stockholms universitets förlag. - 1401-6788 .- 2001-3345. ; 16:2, s. 81-100
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Tidskriftsartikel (refereegranskat)abstract
- I föreliggande artikel analyseras den pågående gymnasiereformen (Prop 2008/09:199, SOU 2008:27) utifrån dess innebörd för kunskapers organise-ring i de yrkesorienterade utbildningarna. För att diskutera reformens möjliga kon-sekvenser analyseras den i relation till befintliga praktiker i en fordonsprograms-klass. Problemet som står i fokus är den ojämlika sociala fördelningen av kunskap och makt som föreligger mellan olika samhällsklasser. I denna problematik har de yrkesorienterade utbildningarna en central position, då dessa huvudsakligen både rekryterar elever från, tillika socialiserar för, arbetarklasspositioner. De teoretiska begreppen hämtas framförallt från utbildningssociologen Basil Bernstein, som skil-jer på kunskap organiserad i horisontella och vertikala diskurser, vilka ger olika förutsättningar för handling i olika sammanhang. Resultaten från analysen visar att befintliga praktiker i huvudsak är horisontellt organiserade och att de riskerar att ytterligare styras i den riktningen genom att reformen premierar starkt kontextbun-den, färdighetsorienterad, kunskap. För den sociala fördelningen av kunskap inne-bär detta att reformen i högre grad än vad som redan är fallet utestänger hälften av gymnasieungdomarna, företrädelsevis med bakgrund i arbetarklassen, från vertika-la diskurser, från kunskap som ger makt.
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| 6. |
- Nylund, Mattias, 1980, et al.
(författare)
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Historiska perspektiv på yrkesutbildning och demokrati
- 2020
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Ingår i: Yrkesämnena och skolans demokratiuppdrag, P-Å Rosvall, K. Ledman, M. Nylund & M. Rönnlund (red.). - Malmö : Gleerup. - 9789151105123 ; , s. 21-34
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Nylund, Mattias, 1980, et al.
(författare)
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The vocational-academic divide in neoliberal uppersecondary curricula: the Swedish case
- 2017
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Ingår i: Journal of Education Policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 32:6, s. 788-808
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Tidskriftsartikel (refereegranskat)abstract
- A historical tension between a more general and a more specific focus in post-compulsory education is made visible in some educational systems by the division into more academic and more vocational programmes. Embedded in this tension are questions of social justice and the purposes of education. In addition, division into academic and vocational programmes has class dimensions since youth with working class backgrounds are often over-represented in vocational programmes. This study investigates how this tension is handled in the Swedish upper secondary curriculum, which reflects an international neoliberal policy trend in promoting competition, employability and employer influence over the curriculum. By analysing how the educational content of vocational educational and training (VET) programmes and higher educational preparatory (HEP) programmes is contextualised, we found that the two programme types were based on very different logics. In VET programmes, knowledge is strongly context-bound and often related to regulating behaviours. This contrasts sharply with the way knowledge is contextualised in HEP programmes in which less context-bound knowledge and skills such as using concepts, models and critical thinking are dominant. Students in VET programmes are trained to do' and to adapt', while the students in HEP programmes are trained to think' and to imagine possibilities'. Thus, students from different social classes are prepared for very different roles in society.
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| 8. |
- Rosvall, Per-Åke, 1970-, et al.
(författare)
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Civic education in VET: concepts for a professional language in VET teaching and VET teacher education
- 2022
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Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090.
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Tidskriftsartikel (refereegranskat)abstract
- This paper discusses how Bernsteinian concepts ('pedagogic rights', 'discursive gaps' and 'pedagogic code') from the field of sociology of education can be used as didactic tools to illuminate how different ways of organising teaching in VET has implications for citizenship preparation. The paper is based on results from a five-year research project investigating the extent and nature of learning processes that can be characterised as civic education in Swedish VET. Results from the project show how VET often contributes to social reproduction through provision of class-, gender-, and ethnicity-based access to knowledge with different powers to students. However, we also identified many variations in the VET-contexts studied. In the paper at hand, examples of when and how students got access to different types of knowledge through different ways of organising teaching, and how different ways of teaching prevented or promoted different types of questions with implications for the kind of citizenship preparation the students were offered, is discussed. Our hope is that these discussions contribute to a conversation on how to make a language accessible to VET-teachers that is helpful to problematise and plan their teaching to offer greater access to an active citizenship for students in vocational programmes.
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| 9. |
- Rönnlund, Maria, 1962-, et al.
(författare)
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Arbetsplatsförlagt lärande och medborgarfostran
- 2020
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Ingår i: Yrkesämnena och skolans demokratiuppdrag, P-Å Rosvall, K. Ledman, M. Nylund & M. Rönnlund (red.). - Malmö : Gleerup. - 9789151105123 ; , s. 111-124
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Rönnlund, Maria, 1962-, et al.
(författare)
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Utbildningen och framtiden
- 2020
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Ingår i: Yrkesämnena och skolans demokratiuppdrag, P-Å Rosvall, K. Ledman, M. Nylund & M. Rönnlund (red.). - Malmö : Gleerup. - 9789151105123 ; , s. 125-140
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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