| 1. |
- Alexiadou, Nafsika, 1968-, et al.
(författare)
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Early childhood education and care policy change : Comparing goals, governance and ideas in Nordic contexts
- 2024
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Ingår i: Compare. - : Routledge. - 0305-7925 .- 1469-3623. ; 54:2, s. 185-202
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Tidskriftsartikel (refereegranskat)abstract
- Early childhood education and care (ECEC) is changing across Europe, reflecting multiple policy intentions and assumptions about education in early years, and the role of the state in supporting, funding and regulating its institutions. In this article, we examine the evolution of ECEC comparatively in Finland and Sweden, and we explore the shifts in goals, governance mechanisms and policy ideas that have characterised reforms in the sector. We draw on an analysis of policy documents, and argue that the incremental changes achieved over the last 50 years have been in response to changing goals assigned to ECEC and ideas about its roles and functions as part of the welfare and education sectors. The power of ideas in effecting policy change is tempered by established institutional framings, yet is visible in the early dominance of child-centred ideas, and the later controversies over the emergent labour-market and education-driven rationales of the post-2010s.
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| 2. |
- Andrews, Paul, 1954-, et al.
(författare)
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Instrument adaptation in cross-cultural studies of students' mathematics-related beliefs : Learning from healthcare research
- 2015
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Ingår i: Compare. - : Informa UK Limited. - 0305-7925 .- 1469-3623. ; 45:4, s. 545-567
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Tidskriftsartikel (refereegranskat)abstract
- Much comparative research into education-related beliefs has exploitedquestionnaires developed in one culture for use in another. This hasbeen particularly the case in mathematics education, the focus of thispaper. In so doing, researchers have tended to assume that translationalone is sufficient to warrant a reliable and valid instrument forcross-cultural research, prompting concerns that a number of necessaryequivalences are unlikely to have been addressed. In this paper, we considerthe nature of these equivalences before examining the literature ofa different field, healthcare research, to synthesise an approach to instrumentadaptation that is pragmatic but rigorous. Finally, we demonstratehow this pragmatic approach, incorporating extensive cognitive interviews,enabled us to adapt and refine a mathematics-related beliefsquestionnaire, developed in Flanders, for use with students aged 14–15in England and Spain. Analyses indicate that the instrument so developedis multidimensional, reliable and cross-culturally valid. Someimplications are discussed.
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| 3. |
- Bengtsson, Stefan Lars
(författare)
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Critical education for sustainable development: exploring the conception of criticality in the context of global and Vietnamese policy discourse
- 2022
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Ingår i: Compare. - : Informa UK Limited. - 0305-7925 .- 1469-3623. ; , s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- This paper analyses how ‘criticality’ is negotiated in the global policy frameworks on Education for Sustainable Development (ESD) and re-conceptualised in Vietnamese ESD policymaking. Taking the context of Viet Nam, this paper reflects on what constitutes criticality in education in the light of cultural and historical contexts of the education systems. The comparative perspective helps explore whether (1) universal or decontextualised ‘criticality’ exists or (2) whether ‘criticality’ is culturally negotiated based on the premise that educational imaginaries of societal formation and transformation are historically and contextually embedded and contingent. In addition, this paper connects the ongoing debate on the critical potential of ESD within the field of environmental education (EE) research to comparative education research by highlighting both what a comparative perspective might offer to EE research and what recent developments in EE research might contribute to comparative education research.
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| 4. |
- Heron, Marion, et al.
(författare)
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Interdisciplinary collaborative writing for publication with exiled academics: the nature of relational expertise Interdisciplinary collaborative writing for publication with exiled academics: the nature of relational expertise
- 2022
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Ingår i: Compare. - : Informa UK Limited. - 0305-7925. ; 52:6
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to provide insight and guidance for developing and leading interdisciplinary collaborative writing groups when working with researchers in Centre-Periphery contexts. The participants in this study were exiled Syrian academics domiciled in Turkey working in interdisciplinary project groups with their UK-Turkey-based academic mentors and UK-based workshop leaders. The groups were at the writing for publication stage of the project. In exploring the processes involved in writing in such groups, the study identified a key dimension to successful collaborative writing that of relational expertise. The study found that authorial identity played a significant role in the process of writing and that relational expertise was evidenced through confidence in knowledge , positive attitudes to others' knowledge and willingness to negotiate. We argue that explicit articulation of authorial identity and power differences are necessary first steps in establishing interdisciplinary collaborative writing groups in Centre-Periphery contexts.
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| 5. |
- Johansson, Kristina, et al.
(författare)
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Learning for an unknown context : A comparative case study on some Swedish and Polish Political science students' experiences of the transition from university to working life
- 2008
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Ingår i: Compare: A journal of comparative education. - : Informa UK Limited. - 0305-7925 .- 1469-3623. ; 38:2, s. 219-231
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Tidskriftsartikel (refereegranskat)abstract
- This comparative small-scale (Swedish and Polish sample) longitudinal qualitative study investigates political science students' conceptions of their studies, their future profession and their workplace learning. The students (10 in Sweden and 11 in Poland) were interviewed twice, first when they were at the end of their studies and a second time when they had worked for approximately one year. The questions asked were designed to try to understand the transition from higher education to work life. The results indicate that they bring with them a set of academic generic skills from their education when they enter working life. Furthermore, the students in the two countries have very different perceptions of the subject Political Science, and the expectations they have regarding their studies and future working life also differ considerably.
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| 6. |
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| 7. |
- Kalinnikova Magnusson, Liya, Universitetslektor, 1962-, et al.
(författare)
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Challenges Arising from the Special Education Legacy in Russia and South Africa: A Cross-Case Analysis
- 2023
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Ingår i: Compare. - : Taylor & Francis. - 0305-7925 .- 1469-3623. ; 53:3, s. 488-505
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Tidskriftsartikel (refereegranskat)abstract
- The pursuit of inclusive education in different countries is shaped by the extent and the nature of existing special educational provisions. We focus on two authoritarian regimes in the previous century: Soviet Russia (USSR) with its ideology of class (proletarian humanism and egalitarian universalism) and South Africa with its ideology of race (apartheid and discrimination). We make two assertions on the basis of a cross-case analysis based on a policy historiography. First, state ideology is visible, explicit and prominent in the shaping of special education. Second, the challenges of transitioning to a more inclusive education system are compounded by the ideological legacy of these regimes. Current moves towards inclusive education in both countries must contend with these ideological legacies, and we argue for greater recognition of the role of state ideologies in international and comparative studies of special and inclusive education.
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| 8. |
- Karlsson, Marie, 1971-
(författare)
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A question of time and place : Student tutors’ narrative identities in for- and non-profit contexts in Sweden
- 2020
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Ingår i: Compare. - : Taylor & Francis Group. - 0305-7925 .- 1469-3623. ; 51:8, s. 1241-1256
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Tidskriftsartikel (refereegranskat)abstract
- This paper takes a neo-institutional approach to the increase in supplementary tutoring (ST) in Sweden, understanding it as an ongoing expansion of the institution of formal education. A narrative analysis of tutors’ narrated experiences of for- and non-profit tutoring improves our understanding of how actors animate the cultural clusters of the meaning of formal education in new educational contexts. The narrative identities of stand-by and self-sacrificing tutors illustrate how time and interpretation are crucial aspects of private tutoring in the dominant discourse on the importance of testing in formal education. The paper discusses the re-emergence of ST in Sweden and argues that the social and spatiotemporal settings of for- and non-profit tutoring relate to Swedish mainstream education in different ways, and that non-profit tutoring merits more attention from comparative international research on ST.
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| 9. |
- Knutsson, Beniamin, 1974
(författare)
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Segmented prizing: biopolitical differentiation in education for sustainable development
- 2021
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Ingår i: Compare. - : Informa UK Limited. - 0305-7925 .- 1469-3623. ; 51:3, s. 431-447
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Tidskriftsartikel (refereegranskat)abstract
- Prizes and awards have received limited attention in scholarly research. The present paper engages with the prestigious UNESCO-Japan Prize on Education for Sustainable Development, which annually honours three outstanding projects related to education for sustainable development (ESD). Drawing on biopolitical theory, the paper explores what this prize can tell us about the global community’s quest for sustainable development. While the award is global in scope and alludes to humanity’s joint responsibility for the planet, the analysis shows that the winning organizations approach rich and poor populations around the world in entirely different ways; assigning to them different roles, responsibilities and lifestyles. ESD discourse thus displays a remarkable ability to accommodate the lifestyle divide that separates rich and poor; suggesting that inequality has become effectively normalised. Ultimately it is argued that differentiating practices in the global implementation of ESD constitutes an urgent area of further research for comparative and international education.
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| 10. |
- McIntyre, Joanna, et al.
(författare)
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Participatory parity in schooling and moves towards ordinariness : a comparison of refugee education policy and practice in England and Sweden
- 2020
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Ingår i: Compare. - : Informa UK Limited. - 0305-7925. ; 50:3, s. 391-409
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Tidskriftsartikel (refereegranskat)abstract
- Within the current global refugee crisis this paper emphasises the fundamental role of education in facilitating the integration of young new arrivals. It argues that a humanitarian problem of such scale requires a commensurate humanitarian response in the form of socially-just educational policies and practices in resettlement contexts within Europe. Utilising the theoretical concepts, ‘participatory parity’ (Fraser) and ‘resumption of an ordinary life’ (Kohli), we explore educational policy-making in Sweden and England, noting how the framing of these policies indicates how different nation states view their role in the global migration crisis. In England, child refugees are rendered invisible and not a legitimate focus of national educational policy, whereas in Sweden they are foregrounded in policy discourse though not necessarily in policy enactment. The paper concludes that newly arrived future citizens of Europe require socially-just policy and practice to best serve their own and their resettlement context’s best interests.
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