| 1. |
|
|
| 2. |
- Mikhaylova, Tatiana, 1981-
(författare)
-
Shifting Shadows : Private Tutoring and the Formation of Education in Imperial, Soviet and Post-Soviet Russia
- 2022
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation aims to provide a genealogy of the relations between the public and the private in education. It does so by the exploring how public education and private tutoring form and transform each other and why they are seen as legitimate or problematic in different historical and cultural contexts. Drawing on curriculum theory and Foucault’s genealogical approach to history, the study examines how private tutoring has been problematised in Imperial, Soviet and post-Soviet Russia and discusses how these problematisations reflect and shape the dominant visions of education. The results show that norms and values in relation to which private education has been problematised and addressed in Russia have varied in line with nationalist, communist and neoliberal visions of education. Although most questions, such as tutor competence, individual privilege, inequality, ethics, governance, and ideological conformity, have constantly been in the focus of critical reflection, they were ‘answered’ differently in different historical periods. Others, such as spatial inequality and ethical concern for corrupt tutoring practices, are of more recent origin. In contrast to previous research into shadow education, the study argues that the mimicking character of supplementary tutoring is not its natural feature. Rather, in the Russian case, it is the result of constant problematisation and the corresponding regulation of its conformity with what is regarded as ‘sacred’ national values.In general, private tutoring in Russia has often been treated as a ‘symptom’ of other educational and societal problems, and addressed indirectly, through reforms in public education. Paradoxically, in fighting against undesirable effects of private tutoring, Russian schools had to adopt some of the traits commonly associated with just that industry, namely individualisation, exam drills, and the promotion of private and positional good. Conversely, changes in the structure, content, pedagogy, or assessment procedures in the mainstream system have provoked considerable changes in tutoring practices, which, however, are not limited to imitation and supplementation. The study concludes that this symbiotic relationship cannot be reduced to imitation, reproduction, or supplementation. Rather, it changes like shifting shadows reflecting and ultimately shaping the dominant perceptions of what education is and ought to be.
|
|
| 3. |
- Forsberg, Eva, 1955-, et al.
(författare)
-
Läxhjälp as Shadow Education in Sweden : The Logic of Equality in “a School for All”
- 2021
-
Ingår i: ECNU Review of Education. - : Sage. - 2096-5311 .- 2632-1742. ; 4:3, s. 494-519
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose: Taking läxhjälp/homework support in Sweden as a case, this article aims to further explore shadow education, especially as a pedagogical object from curriculum theory perspective.Design/Approach/Methods: Approaches including policy analyses, ethnomethodological work based on video- recorded interaction, and narratives have produced empirically grounded knowledge. We use examples from several substudies and analyze the reentry and regulation of supplementary education and how tutors and tutees interact in tutoring settings and negotiate identities in läxhjälp as well as the relation to regular schooling.Findings: Läxhjälp is conditioned by the logic of equality and changes in the governance of läxhjälp. The proliferation of different kinds of tutoring practices provided by various organizations calls for a broad definition of shadow education. With curriculum as boundary object, equality and academic success are foundational. Different settings and spatiotemporal arrangements affect modes of interaction, distribution of epistemic authority, and negotiations of identities.Originality/Value: With Sweden as a case, it is possible to explore shadow education in a new context, the Scandinavian welfare state, and its history of comprehensive education. Moreover, ethnomethodological interaction and narrative studies and curriculum perspectives are seldom employed within research on shadow education. A number of critical key boundary objects are identified.
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
- Hallsén, Stina, 1979-
(författare)
-
Lärarutbildning i skolans tjänst? : En policyanalys av statliga argument för förändring
- 2013
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Teacher education occupies a position between the school system and higher education. It is expected to both have an impact on the school system and to be influenced by it. Compared to other higher education programs, teacher education has more often been subject to government control and detailed regulation. This thesis deals with the various roles and functions ascribed to teacher education in its complex position within the educational system, and above all its relationship with the school system. The objective of the thesis is to increase knowledge on government policy, with regard to teacher education, and frames within which the policy is developed, that in turn creates the framework for teacher education. The issues outlined above are processed through two sub-studies. The first sub-study deals with these issues in a general and historical perspective. The second sub-study is focused on a specific content (ICT) in initiatives for teacher education reforms. By analyzing arguments put forward in government policy from a curriculum theory perspective the thesis shows that teacher education throughout the whole review period was considered to mainly benefit and serve the school system. However, the significance attached to this service varies. Generally two trails are highlighted. The first involves the teacher education service of delivering the teachers that the school system requires in order to live up to expectations of today. The other definition of working in the service of the school system is to contribute to a future-oriented development of the current school system. In many cases these perspectives are combined but the trend in the period reviewed in this study is that the first definition, to work in the service of the contemporary school system, has been accorded ever greater prominence.
|
|
| 8. |
|
|
| 9. |
- Hallsén, Stina, 1979-, et al.
(författare)
-
Teacher or friend? : consumer narratives on private supplementary tutoring in Sweden as policy enactment
- 2019
-
Ingår i: Journal of education policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 34:5, s. 631-646
-
Tidskriftsartikel (refereegranskat)abstract
- Private supplementary tutoring (PST) is a worldwide enterprise that comes in a variety of forms and with a growing number of students. Sweden, together with the other Nordic countries, has a relatively short history of large-scale organised supplementary education, which can be explained by its confidence in regular mainstream education. In recent years though, this picture has partly changed, and today families in Sweden are offered different kinds of education services outside the ordinary school system. This paper targets how PST is legitimized and justified through marketing as a solution to problems related to the education of children. Through a positioning analysis of three consumer narratives published online by a PST company, this paper aims to further our understanding of which functions PST fills within the Swedish education system. Results show that private tutors appear in the consumer narratives as compensating for shortcomings in schools and families as well as complementing the support that parents and teachers can offer children. These findings signal that PST marketing creates demands for different kinds of support which may, in the long run, rewrite the map of the Swedish education landscape.
|
|
| 10. |
- Hallsén, Stina, 1979-
(författare)
-
The Rise of Supplementary Education in Sweden : Arguments, Thought Styles, and Policy Enactment
- 2021
-
Ingår i: ECNU Review of Education. - : Sage Publications. - 2096-5311 .- 2632-1742. ; 4:3, s. 476-493
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose: This article focuses on the development of supplementary education, evolving under the label "homework support", in Sweden between 2006 and 2018. Particular attention is paid to the significance of the private market for national policy.Design/Approach/Methods: Through a theoretical model on policy enactment, the interaction between national policy and local practice is highlighted. By analyzing how the local practice appears in documents related to state-regulated decision-making, the study gains further insights in the development of homework support in Sweden.Findings: This article argues that when private companies, offering supplementary tutoring, were established on the outskirts of the educational landscape in Sweden, the political educational discourse changed. Even though homework support became a given part of the political discussion about the school, the situation became difficult for private companies.Originality/Value: The article adds to the international field of shadow education. It describes the establishment of the private tutoring market’s entry into the Swedish educational landscape, which in the long term has provided a basis for a further Scandinavian development. Furthermore, the article contributes to theory development by a model that focuses on the interaction between policy formulation and local enactment.
|
|
