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Sökning: swepub > Övrigt vetenskapligt > Högskolan i Borås > Beach Dennis

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  • Beach, Dennis, 1956- (författare)
  • Articulating theory, practice and objectivity in the ethnography of education as a community of practice
  • 2013
  • Ingår i: presentation at the Oxford Ethnography Conference, New College Oxford, England, 16-18 September 2013.
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • What ethnography is, what good ethnography is, and what is good and or bad about ethnography, has been debated and written extensively on both theoretically, philosophically and empirically. Attempts to define ethnography and describe it in ideal terms has been argued to be both good for ethnography, as it helps establish good standards, and bad, as it sets up barriers to experimentation and acts as a conservative force against new developments. The present paper is essentially an empirical and reflective one that has been developed from data produced by reflecting on actions and writings about ethnography and asking others do the same and to comment on these reflections. It is based on the analysis of notes and memos made in the field, as I have read and read about, supervised and carried out ethnographic research and carried out structured and unstructured conversations and deliberate and recorded interviews across a long term participation in ethnography in education research. The research has mainly been conducted in Scandinavia in particular but has also included activities with central and southern European and UK-based researchers.
  • Beach, Dennis, 1956- (författare)
  • Book Review, Jensen, K., and Walker, S. (2007) Education, Democracy and Discourse
  • 2010
  • Ingår i: International Sociology. ; 25:2, s. 244-247
  • Recension (övrigt vetenskapligt)abstract
    • Education, Democracy and Discourse comprises 10 chapters, which describe a destructive and alienating process of marketization and commoditization of edu cational spaces and practices that undermines the professional status and culture of teachers as public sector workers and is contributing to the destruction of possibilities for educational equality and democracy. These are important issues of interest to education workers and researchers as well as research and undergraduate students in education sciences and the sociology, politics and economics of education respectively...
  • Beach, Dennis, et al. (författare)
  • Changing teacher education
  • 2011
  • Ingår i: Keynote address at the Nordic International and Comparative Education Society Conference, Sociological Institute, Lund University, Sweden, March, 2011.
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • Despite attempts through official policy over the past forty years and up to the end of the first decade of the new millennium to ‘unite’ teacher education and provide a common teacher education programme for all teachers with a common professional scientific knowledge content, as in many other countries teacher education in Sweden today is still currently subjectively structured in accordance with a vertically and horizontally differentiated school system that gives rise to different teacher educational traditions and different ways of perceiving what characterizes the teachers’ mission and professional expertise. Moreover, recent developments are reinstating this distinction even at an objective level of formal policy. The present paper discusses and illustrates these issues based on data from three separate ethnographic studies of teacher education over the past twenty five years by the authors. This research constitutes thus a series of policy ethnographic investigation across three decades of policy making in Swedish teacher education.
  • Beach, Dennis (författare)
  • Personalisation of Education: Policy Critique and Cultural Contexts
  • 2013
  • Ingår i: Round Table presentation at the EERA Network 23 (Policy Studies and Politics of Education) sessions of ECER, Istanbul, September 10-14, 2013.
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • Personalisation came to the forefront of the English reform agenda as the ‘big idea’ (Milliband) in2004. In this country, it has been specifically devised as a means to restructure public services like health and education. Even before that date but more intensively after the English agenda, reform initiatives and some piece-meal strategies are to be found, for instance, in such diverse contexts as Italy, Sweden or Japan. Two main perspectives are simultaneously at work in recent scholarship. In the first, personalisation is assessed as global education policy, in line with the current restructuring reforms of State administration worldwide. From this perspective, personalisation is largely a matter of education policy, clearly lacking proper pedagogical theory (Hartley, 2007; Peters, 2009). In the second perspective, personalisation is assumed to be not only a matter of recent education politics concerned with school customers and their choices, but foremost a reassembly of old and new pedagogical approaches under a new reform.
  • Beach, Dennis, et al. (författare)
  • Spaces for influence
  • 2012
  • Ingår i: Cultural practices and transitions in education. - London: Tufnell Press. - 1872767486 ; s. 59-71
  • Bokkapitel (övrigt vetenskapligt)
  • Beach, Dennis, et al. (författare)
  • Young people and democratic education. On formal schooling, student initiatives, class and gender
  • 2010
  • Ingår i: Paper presented at the 2010 NERA congress, Malmö University, March 11-13.
  • Konferensbidrag (övrigt vetenskapligt)abstract
    • This paper introduces the symposium Active citizenship for whom? On democratic education in the upper secondary school, from a national Swedish project that set out to explore democratic education in various upper secondary school programmes. The aim of the paper is to provide a context for the empirical results from the project, by presenting central themes, concepts, discussions and results in the area of democratic education in upper secondary and secondary education. Citizenship and democracy in formal schooling and young people’s initiatives to influence and pursue these issues in school and also other settings are two central themes explored in the paper. In particular, we bring together research on the teaching of citizenship and democracy with research focussing on the attempts of young people to influence and make a difference in school and other parts of society. The paper also provides an overview to the design of the research project and the relations between the empirical papers that are to be presented at the symposium.
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