| 1. |
- Alexiadou, Nafsika, 1968-
(författare)
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Social inclusion and social exclusion in England : Tensions in education policy
- 2002
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Ingår i: Journal of education policy. - London, UK : Routledge. - 0268-0939 .- 1464-5106. ; 17:1, s. 71-86
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Tidskriftsartikel (refereegranskat)abstract
- Social exclusion is a key policy theme for the New Labour government, and has been closely associated with education policy. The emphasis is on the need to combat social exclusion by creating a globally competitive economy through the education system, and through responsible individual attitudes. However, this dominant discourse is interpreted differently at various levels of policy making that provide alternative conceptualizations of the problem, and suggest different roles for education. This paper draws upon a research project that explored the links between education governance and social exclusion, and seeks to illustrate different approaches to social exclusion and education, as these are articulated by politicians and civil servants involved in policy making, or policy implementation in England.
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| 2. |
- Allan, J, et al.
(författare)
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Knowledge exchange with Sistema Scotland
- 2010
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Ingår i: Journal of education policy. - : Routledge. - 0268-0939 .- 1464-5106. ; 25:3, s. 335-347
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a knowledge exchange project, funded by the Scottish Funding Council and undertaken by a group of researchers from three higher education institutions in Scotland and the project partner, Sistema Scotland. This newly established charity is attempting to implement a major programme of social change, developed in Venezuela, within the Raploch, a disadvantaged area of Scotland. The researchers’ combined knowledge of education, music and psychology has guided their knowledge exchange activities with the project partner and among themselves. The paper outlines the development of Sistema Scotland and the programme, El Sistema, on which it is based. It details the knowledge exchange activities undertaken, which used Derrida’s notion of aporia to try to engage Sistema Scotland with different perspectives and understandings, and a practical method for conducting meetings based on Open Space Technology. The various ‘encounters’ with children, service providers and stakeholders are reported and this is followed by a critique of the processes of knowledge exchange. The paper ends with a discussion of the prospects for successful knowledge exchange.
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| 3. |
- Andersson, Per
(författare)
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National Policy and the Implementation of Recognition of Prior Learning in a Swedish Municipality
- 2008
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Ingår i: Journal of education policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 23:5, s. 515-531
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Tidskriftsartikel (refereegranskat)abstract
- The recognition of prior learning (RPL) has been part of adult education policy and practice for a long time, but in different ways and in different times and places. In Sweden, RPL has been an explicit part of the policy since 1996. This policy analysis starts with the current Swedish policy concerning RPL. The figures of thought expressed in official policy texts are traced in, and compared to what is expressed in, the (discursive) practice of a case of local policy and development initiatives. The objective of the analysis is to see how the policy in official texts is reproduced and transformed at the local level. The theoretical starting point is the Foucauldian concept of ‘governmentality’, and RPL is seen as a technique for governing adult education, the adult learner, and also adult learning. The analysis focuses particularly on the governing of adult education, expressed in the ‘salvation narrative’ of RPL, and in ideas of what RPL is and how it should be organised. Indirect as well as direct techniques of governing are identified in the governing of and through RPL.
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| 4. |
- Andersson, Per, et al.
(författare)
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Recognition of prior learning as a technique for fabricating the adult learner : a genealogical analysis on Swedish adult education policy
- 2005
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Ingår i: Journal of education policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 20:5, s. 595-613
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the recognition of prior learning and the figure of thought it represents in Swedish policy on adult education. It can be seen as a technique for governing the adult learner and a way of fabricating the subject. We are tracing this thought back in time to see how it has changed and what it consists of. The material analysed consists of Swedish official documents published between 1948 and 2004. We draw on two concepts from the Foucauldian toolbox: genealogy and governmentality. The result shows that this technique for governing and fabricating the adult subject is not new. It has been present during all periods analysed. However, there is a difference in how the ideas of competence and knowledge are stressed. Today the focus is on the subject's specific experience, which means competence. You are constructed as an adult with experiences that are to be evaluated. During the 1960s and 1970s the focus was rather on general experience. There was also discussion concerning the subject's ability to study. During the 1950s this figure of thought focused on ability was dominant. Those with the talent/ability to study were to be accepted for adult education.
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| 5. |
- Arneback, Emma, 1974-, et al.
(författare)
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Locations of racism in education : a speech act analysis of a policy chain
- 2016
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Ingår i: JEP. - : Routledge. - 2158-9232. ; 31:6, s. 773-788
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how racism is located in an educational policy chain and identifies how its interpretation changes throughout the chain. A basic assumption is that the policy formation process can be seen as a chain in which international, national and local policies are ‘links’ – separate entities yet joined. With Sweden as the national example, the article analyses how racism in education is framed at different policy levels and which anti-racist actions are proposed. The article thereby clarifies who or what is, at different policy levels, perceived to be the location of racism. A first finding concerns terminology: throughout the policy chain the problem of racism is discussed in terms of ‘discrimination’. At European, national and local level, discrimination is mostly associated with ‘ethnicity’, thereby removing from policy a possibly stronger language for combating racism. A second finding is that the location of racism in education moves gradually through the chain from an institutional to an individual location of racism, with an increasing focus on the significance of the student rather than the importance of societal structures. The importance of circumstances for policy formation is a third main finding in the article.
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| 6. |
- Baek, Chanwoong, et al.
(författare)
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Understanding implicit reference societies in education policy
- 2023
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Ingår i: Journal of education policy. - : Taylor & Francis. - 0268-0939 .- 1464-5106. ; , s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the reference societies of Norway and Sweden embedded in their education policy documents. We examined 4,260 bibliographic references in 19 white papers and green papers prepared for the 2016/2020 renewal of the Knowledge Promotion Reform in Norway and the 2015/2018 Knowledge Achievement Reform in Sweden. In addition, we interviewed 10 policy experts who participated in the preparation of the analyzed policy docu-ments. The results show that the reference societies overall reflect the existing knowledge production and dissemination mechanisms in education policy; however, they significantly differed between Norway and Sweden regarding whether and to what extent they reference knowledge produced in other Nordic countries. Specifically, while Norway drew extensively on knowledge from its neighbors, particularly Sweden, Sweden seldom referenced knowl-edge produced in other Nordic countries. Policy actors identified similarity, relevance, accessibility, reform contexts, and institutional arrangements as reasons for (not) referencing neighbors. This study calls for further consideration of the political, social, and cultural embeddedness of the ‘socio-logic’ to understand implicit reference societies.
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| 7. |
- Beach, Dennis, 1956
(författare)
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Changing higher education: converging policy-packages and experiences of changing academic work in Sweden
- 2013
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Ingår i: Journal of Education Policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 28:4, s. 517-533
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Tidskriftsartikel (refereegranskat)abstract
- The past two decades of international higher education reform are often described by researchers as having produced new managerial and neoliberal policy turns that have brought about a fundamental global shift in the way institutions of higher education are defined, run and justify their institutional existence and practices. Universities in Sweden were felt able to offer some possible resistance and based on ethnographic research at three Swedish universities this idea is explored in the present article. The article suggests however that resistance has been circumscribed through a coordinated collection of policies and that as elsewhere, the proliferation of competition based on quasi-markets and the standardisation of quality assurance through new accountability systems predominates, with significant effects on universities, their interactions and agents, and the relative social positions, influence, status and relationships of these agents.
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| 8. |
- Bergh, Andreas
(författare)
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Local quality work in an age of accountability - between autonomy and control
- 2015
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Ingår i: Journal of education policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 30:4, s. 590-607
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses a specific part of the actions taken to improve the quality of Swedish education, namely the expectations formulated in national policy documents for the quality work that local authorities, schools and teachers are supposed to undertake. For the empirical analysis of how these expectations have changed over the last two decades, two sets of theoretical concepts have been combined: management of placement and management of expectation and autonomy and control. The specific research question is: How can local systematic quality work be understood in an age of accountability and what are the implications for teachers' practices? The results show that expectations for local quality work have changed radically during the studied period. There has been a significant change in the language used, the content of education has been recontextualised and there are obvious changes in the relation between local autonomy and national control. It is argued that these changes are a consequence of the changed design of the education system, rather than an answer to a content-related question of what is educationally desirable. As a consequence, paradoxical expectations land at the local level and have to be resolved by teachers.
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| 9. |
- Bunar, Nihad
(författare)
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Choosing for quality or inequality : current perspectives on the implementation of school choice policy in Sweden
- 2010
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Ingår i: Journal of education policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 25:1, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- A policy of school choice has, in various shapes, been implemented in educational systems across the world during the last decades. Drawing on various empirical and theoretical sources, the aim of this article is to distinguish the key defining elements of the Swedish school choice policy and to present and discuss some of its outcomes in terms of segregation, costs, and student achievements. Thus I show that the policy design contains some peculiarities since it nourishes both a strong market-orientation and an equally strong market-skepticism. Regarding the outcomes I show that the research is pervaded by ambiguity and uncertainty regarding whether the policy has delivered its promises or, on the contrary, it has worsened the state of education by increasing segregation and crowding out some schools of their socially strongest students. Finally, I argue that due to its peculiarities the school choice policy in itself so far has, surprisingly or not, had a relatively small impact on the overall educational quality and equity in Sweden. I also argue that since the market forces are definitely gaining the upper hand under the current liberal-conservative government, we can soon expect some decisive changes in the way school choice operates and with what results in Sweden.
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| 10. |
- Bunar, Nihad, et al.
(författare)
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'Not (yet) ready for the mainstream' - newly arrived migrant students in a separate educational program
- 2022
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Ingår i: Journal of education policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 37:6, s. 986-1008
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to describe and analyze how school leaders as key actors in policy enactment understand, talk about and act in relation to Newly Arrived Migrant Students (NAMSs) enrolled in a separate Language Introduction Program in Sweden. Drawing on the work of Stephen J. Ball and colleagues, we argue that a particular discursive formation of NAMSs, operating within constrains of various contextual factors, has a decisive impact on how policy as text is interpreted and enacted. Discursively formulating NAMSs as having multiple challenges, beyond Swedish language and insufficient grades, introduces various barriers. Policy flexibility in combination with power disparities thus allows school leaders, framed within legitimacy of ‘rational explanations’ and ‘affirmative intentions’, to negotiate policy meanings which are not always working in the students’ best interests. Our empirically grounded and theoretically informed discussions showcase why there can be no inclusive education if NAMSs, during a protracted period, are physically, pedagogically and socially separated from mainstream structures. Consequently, and with the support in international research, we call for the overhaul of organizational approaches that allocate Newly Arrived Migrant Students to separate educational forms.
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