| 1. |
|
|
| 2. |
- Alexiadou, Nafsika, et al.
(författare)
-
Managing inclusion in competitive school systems : The cases of Sweden and England
- 2016
-
Ingår i: Research in Comparative and International Education. - London : Sage Publications. - 1745-4999. ; 11:1, s. 13-33
-
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.
|
|
| 3. |
- Andreasson, Ingela, 1953, et al.
(författare)
-
Transforming Insecurity into a Commodity: using the digital tools Unikum and InfoMentor as an example in Swedish education
- 2013
-
Ingår i: European Educational Research Journal. - 1474-9041. ; 12:4, s. 480-491
-
Tidskriftsartikel (refereegranskat)abstract
- New forms of activities now shape and govern the Swedish education system, based on governance through comparison. The focus on comparison can be regarded as soft governance and different types of (self-) evaluations and valuations are, at present, deeply embedded keystones in the decentralised education system. Recently this has, together with the transformation of the Swedish education system, led to an increase in the number of documents being written in school for quality assurance and in order to assess, follow-up and evaluate students’ learning and development. To address these challenges, different commercial actors have become part of school practices and market, e.g. digital tools for assessment. The government’s acceptance of this industry has allowed the rise of neo-liberal ideas that are required in so-called ‘knowledge economies’. The aim of this article is to report the findings from three empirical studies of how digital tools for documentation are viewed by teachers and used in practice. Our findings show that the digital tools shape both students’, as well as the professionals’, identities through their role of governing activities and processes. The usage of the tools could jeopardise teachers’ profession and there is a risk of de-professionalism
|
|
| 4. |
|
|
| 5. |
- Asplund Carlsson, Maj, 1948-, et al.
(författare)
-
Bedömnings-, dokumentationspraktiker och pedagogiska identiteter
- 2015
-
Ingår i: Educare. - 1653-1868 .- 2004-5190. ; 2015:2, s. 206-233
-
Tidskriftsartikel (refereegranskat)abstract
- When competition and an increasing level of marketisation characterises school life, the number of evaluations and the level of control has grown out of proportion. Through comparisons, assessments and ranking systems, also called ‘the terrors of performativity’ according to Ball (2003) commercial agents have gained influence over practices of assessment and documentation within the education system. Increased demands on pupils’ and parents’ participation and a belief that written documentation will lead to better results has caused an extensive use of different web based tools like Unikum. With the point of departure in a collected material of more than a hundred Individual Educations Plans (IEP) where commercial web based tools have been used, we make an analysis with Basil Bernstein’s (1996, 2000) concepts Pedagogic Identity, and Instructional and Regulative discourse in relation to expectations and constructions manifest in the plans. The results show that all four identities are expressed in the plans however, with an emphasis on a neo-liberal identity. We discuss the results in relation to the instructional and regulative discourses. The conclusion is that the tools both shape and determine possible identities and possible discourses in the web based interaction between children, parents and teachers.
|
|
| 6. |
|
|
| 7. |
- Beach, Dennis, 1956, et al.
(författare)
-
Complexities and Contradictions of Educational Inclusion. A Meta-Ethnographic Analysis.
- 2013
-
Ingår i: Nordic Studies in Education. - 1891-5914 .- 1891-5949. ; 33:4, s. 254-268
-
Tidskriftsartikel (refereegranskat)abstract
- Recent socio-economic changes, developments in school policy, and increased migration have added new dimensions to debates about educational inequalities. They concern one of the major challenges facing Sweden today, which is to offer all its students an equal education. What we know so far is that growing up in a disadvantaged neighbourhood with high rates of poverty, joblessness, and single parenthood are often used to explain lower levels of schooling, but that their mechanisms and interactions are not well understood. This is the focus of the present article. In it we use meta-ethnography to explore expressions about the education experiences of youths from suburban areas with high levels of unemployment and migration and educational performances lower than the national average to try to cast further light on these problems. We suggest that the common arguments used to account for the problem of school performance are strongly correlated with proficiency in the language of instruction and socio economic conditions, but that these factors cannot account for the full extent of the problem. What it means to live within specific multicultural urban contexts is important as is the segregation and media representation of these areas and those who live in them.
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
- Beach, Dennis, 1956-, et al.
(författare)
-
Equity and choice for newly arrived migrants
- 2019
-
Ingår i: Neoliberalism and Market Forces in Education. - London : Routledge. - 9781138600881
-
Bokkapitel (refereegranskat)abstract
- Neoliberalism and Market Forces in Education provides a wide perspective on the dramatic transformation of education policy in Sweden that has taken place during the last 30 years, with a specific focus on marketization. The marketization of education in Sweden is set in the wider international context of changes in education systems. Markets have shown themselves to be very poor arbiters of justice and equity in education. This chapter shows one example.
|
|
