| 1. |
- Erlandson, Peter, 1963, et al.
(författare)
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A fair game - the neoliberal (re)organisation of social and relational practices in local school settings
- 2020
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Ingår i: British Journal of Sociology of Education. - : Informa UK Limited. - 0142-5692 .- 1465-3346. ; 41:3, s. 410-425
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we use data from ethnography-inspired studies of eight Swedish schools. We describe and analyse how a number of neoliberal-inspired economic and political processes have (re)organised social and relational practices in local school settings. There is an increased focus on individuality in the everyday working lives of teachers, where result-centred practices, relations and professional identities have replaced notions of equality and compensatory interventions. In our study, the teachers describe an increasing focus on performativity, competition and hierarchisation. We use fairness as a lens for illuminating these changes in social relations, changes in the organisation of teachers' practices, and teachers' struggles with these changes. The purpose of this study is to analyse how the current reforms are enacted and how they affect the working lives of teachers, and thereby to contribute to the current discussion on how the last decades of political and administrative changes have affected educational practice.
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| 2. |
- Erlandson, Peter, et al.
(författare)
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Change as technology in a Swedish secondary high school
- 2022
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 17:2, s. 91-105
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Tidskriftsartikel (refereegranskat)abstract
- This article addresses the fact that local school practices in Sweden today seem to be under constant change as a consequence of the ongoing and forceful neoliberalisation of society that has been going on for about three decades. The pressure on teachers and school leaders has increased due to school rankings and quality assessment has become an important instrument for administrators and evaluators. In this ethnographic study, we describe and analyse school change; the reactions on change and the initiatives to employ school change within a secondary high school. Moreover, we develop our thinking on how this situation of constant school change may be viewed in the larger social scheme of things. Or to be more precise, this study focuses on school change that seems to have become one of the central features of the neoliberal educational system.
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| 3. |
- Erlandson, Peter, 1963, et al.
(författare)
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From trust to control – the Swedish first teacher reform
- 2018
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Ingår i: Teachers and Teaching: theory and practice. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 24:1, s. 22-36
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Tidskriftsartikel (refereegranskat)abstract
- In this study, the implementation of the Swedish first teacher reform, where especially skilled teachers get an opportunity to advance in their careers, is examined. The scene is an upper secondary school, Baxter High, in the southwest of Sweden. In this particular school, a new system with first teachers replaces an old system of so-called head teachers. The teachers’ response to this is multilayered: at the same time as it reveals an unwillingness to change everyday work rhythms, it is also a response to cultural change, and to change in the discourse of political life in Baxter High. The implementation of the first teacher reform results not only in a change in administrative categories, but also in a change in ideology, intertwined with and embedded in the cultural and social life of the school. In this article, the authors connect the first teacher reform to the neoliberal transformation process that the Swedish educational system has undergone over the last three decades.
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| 4. |
- Erlandson, Peter, et al.
(författare)
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Neoliberalisation and educational reforms: impacts on teachers in a single school context
- 2023
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Ingår i: Educational Review. - Abingdon : Taylor & Francis Group. - 0013-1911 .- 1465-3397.
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Tidskriftsartikel (refereegranskat)abstract
- Similar to many countries in the Western world, educational reforms in Sweden have dramatically changed the educational system in the last few decades. The two reforms that we address in this paper concern "The Career Services for Teachers Reform" and "Teachers Salary Boost" which were implemented at the national level in Sweden in 2013 and 2017, respectively. In this ethnographic study we focus on the design features of these two contemporary reforms and how they impact on both the social and educational life of teachers and school leaders at a secondary high school. However, this change in organisational logic was not only a major digression from the academic tradition and its traditional character of "merit before birth". Due to design features within these reforms, the door to nepotism, real or imagined, was now wide open. Moreover, in the same way as these reforms represent something new to Swedish education, and to the teaching profession in particular, it is just one more step on a road already mapped out via the ongoing neo-liberalisation of society at large.
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| 5. |
- Escaned, Javier, et al.
(författare)
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Safety of the Deferral of Coronary Revascularization on the Basis of Instantaneous Wave-Free Ratio and Fractional Flow Reserve Measurements in Stable Coronary Artery Disease and Acute Coronary Syndromes
- 2018
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Ingår i: JACC. - : Elsevier. - 1936-8798 .- 1876-7605. ; 11:15, s. 1437-1449
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVES The aim of this study was to investigate the clinical outcomes of patients deferred from coronary revascularization on the basis of instantaneous wave-free ratio (iFR) or fractional flow reserve (FFR) measurements in stable angina pectoris (SAP) and acute coronary syndromes (ACS). BACKGROUND Assessment of coronary stenosis severity with pressure guidewires is recommended to determine the need for myocardial revascularization. METHODS The safety of deferral of coronary revascularization in the pooled per-protocol population (n = 4,486) of the DEFINE-FLAIR (Functional Lesion Assessment of Intermediate Stenosis to Guide Revascularisation) and iFR-SWEDEHEART (Instantaneous Wave-Free Ratio Versus Fractional Flow Reserve in Patients With Stable Angina Pectoris or Acute Coronary Syndrome) randomized clinical trials was investigated. Patients were stratified according to revascularization decision making on the basis of iFR or FFR and to clinical presentation (SAP or ACS). The primary endpoint was major adverse cardiac events (MACE), defined as the composite of all-cause death, nonfatal myocardial infarction, or unplanned revascularization at 1 year. RESULTS Coronary revascularization was deferred in 2,130 patients. Deferral was performed in 1,117 patients (50%) in the iFR group and 1,013 patients (45%) in the FFR group (p < 0.01). At 1 year, the MACE rate in the deferred population was similar between the iFR and FFR groups (4.12% vs. 4.05%; fully adjusted hazard ratio: 1.13; 95% confidence interval: 0.72 to 1.79; p = 0.60). A clinical presentation with ACS was associated with a higher MACE rate compared with SAP in deferred patients (5.91% vs. 3.64% in ACS and SAP, respectively; fully adjusted hazard ratio: 0.61 in favor of SAP; 95% confidence interval: 0.38 to 0.99; p = 0.04). CONCLUSIONS Overall, deferral of revascularization is equally safe with both iFR and FFR, with a low MACE rate of about 4%. Lesions were more frequently deferred when iFR was used to assess physiological significance. In deferred patients presenting with ACS, the event rate was significantly increased compared with SAP at 1 year. (C) 2018 The Authors. Published by Elsevier on behalf of the American College of Cardiology Foundation.
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| 6. |
- Karlsson, Mikael R., 1964, et al.
(författare)
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Administrating existence: teachers and principals coping with the Swedish 'Teachers' Salary Boost' reform
- 2021
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 16:2, s. 129-144
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Tidskriftsartikel (refereegranskat)abstract
- This article is a part of an on going ethnography project that run over six years in an Upper Secondary School in the south of Sweden. In this particular article we shed light over the implementation, enactment and reactions from the staff of one of the latest of a series of reforms that has been launched into the Swedish educational system: The Teachers' Salary Boost reform (TSB). The reform rewarded especially excellent teachers - with raise in their monthly wage with 200-300 (sic). 40-50% of the teachers at the school did not get any raise at all. We produced our data using ethnographical methods with focus on participant observation, formal and informal interviews. From our data we draw the conclusion that while the leadership at the school executed the reform as a question concerning administration, the teachers receive the reform as a question concerning existence. The embedded trivialisation of teachers' skilfulness remodelled the teachers professional positioning and made them questioning their professional lives and professional selves.
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| 7. |
- Karlsson, Mikael R., 1964, et al.
(författare)
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Facilitators in ambivalence
- 2018
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 13:1, s. 69-83
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Tidskriftsartikel (refereegranskat)abstract
- © 2016 Informa UK Limited, trading as Taylor & Francis GroupThis is part of a larger ethnographical study concerning how school development in a local educational context sets cultural and social life in motion. The main data in this article consists of semi-structural interviews with teachers (facilitators) who have the responsibility of carrying out a project about formative assessment in upper secondary schools in the south of Sweden. The focus of the study is how the teachers make meaning of their position as facilitators and leaders, how they handle their fellow teachers’ criticism and resistance, how power transforms professional and human relationships, and how complex and weakly articulated power results in conflicting and ambivalent possibilities for action. From our perspective, the resistance the facilitators meet, although the project makes use of a concept that has proved to be successful, reveals an ambivalent structure where the facilitators have to face contradictory demands from different stakeholders.
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| 8. |
- Karlsson, Mikael R., 1964
(författare)
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Skolförändring, reformer och professionella villkor - en etnografisk studie
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This is a dissertation primarily built on ethnographic methodology. It examines how teachers and principals react to and handle change. The overall aim of the study is to investigate how general and specific changes have influenced the organization of power and relationships in the institutional practice of secondary schools, and how teachers and principals react to and reason about the consequences of these changes. Specifically, the dissertation addresses four sub-questions: How do teachers driving a local change process handle criticism and resistance from their colleagues? How does the implementation of a career reform affect the school's administrative logic and teachers' influence over the institutional practice? How does the implementation of a reform aimed at rewarding particularly skilled teachers affect the school's administrative logic and teachers' professional identity? How do larger societal changes in the welfare sector over the past three decades manifest in value changes in local school practices? The findings connect the reactions that arise and the strategies formulated at the micro-level to the transformation of Swedish welfare society in general and the education system in particular over the past three decades.
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| 9. |
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| 10. |
- Rönnerman, Karin, 1952, et al.
(författare)
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Doktorander som kreativa brobyggare – samtal om läraryrkets praktik ur ett nordiskt perspektiv
- 2013
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Ingår i: Paper presenterat på Högskolepedagogisk konferens vid Göteborgs universitet(HKG2013), 17 oktober 2013..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- En vanlig undervisningsform i forskarutbildningen är föreläsningar av en kunnig forskare inom sitt område. En annan är seminarier där litteraturen bearbetas, diskuteras och reflekteras över. Ofta avslutas en kurs på forskarnivå med ett individuellt skriftligt paper där doktoranden ska relatera kursinnehållet till sin avhandling. Mindre vanligt är att det förekommer interaktiva former för doktoranders lärande. I detta paper presenteras en interaktiv workshop, i vilken 12 doktorander och två lärare deltog. Temat för detta event var nordisk forskning om lärarprofessionen. Syftet med paperet är att presentera och diskutera lärandet hos doktoranderna utifrån att de deltagit i både planering och genomförandet av en workshop där de tagit ansvar för både helheten och specifika delar. Planeringen av workshopen tog ungefär ett år, en tid då samtliga doktorander var delaktiga i de olika diskussioner och urval som krävdes för att hitta ett antal forskare att bjuda in. I ett första steg gjordes en inventeringen av nordiska avhandlingar publicerade mellan 2002-2011 som handlade om läraryrket och som resulterade i den bibliografi omfattade 15 A4 sidor. I ett andra steg valdes några avhandlingar från varje land och i ett tredje avgränsades publikationsår. Sista steget innebar en sammanställning av sex avhandlingar utifrån majoritetsprincipen. I doktorandgruppen har urvalet diskuterats vid flera seminarier. Doktoranderna har valt en avhandling var som de önskade fördjupa sig i. Diskussioner har förts kring vilka frågor kring innehållet som är relevanta samt hur workshop skulle planeras och genomföras. Både innehåll och form har således varit aktuellt. De områden och frågor som diskuterats fram låg till grund för genomförandet av workshopen som varade i två dagar. Varje inbjuden författare fick ca 20 minuter att presentera sin avhandling därefter ställde två doktorander fördjupande frågor till innehållet under ca 20 minuter. Forskaren avslutade seminariet med att berätta hur hen gått vidare med sin forskning efter disputation. Hela workshopen avslutades med en paneldebatt ledd av de tolv doktoranderna med utgångspunkt i de områden de lyft fram som kunde hittas i samtliga avhandlingar. Resultatet av workshopen kan betecknas i termer av en lärandegemenskap där doktoranderna själva uttrycker att de lärt av processen och fått perspektiv på sitt eget avhandlingsarbete. Lärandet kan betraktas i termer av både färdigheter, kritisk analys och. En sista steg i arbetet kommer att ske genom att färdigställa en rapport av workshopen, i vilken doktorandernas lärande kommer att beskrivas.
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