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- Neuhaus, Sinikka, et al.
(författare)
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Vad är det vi gör när vi berättar historia?
- 2014
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Ingår i: Minne och möjlighet : Kyrka och historiebruk från nationsbygge till pluralism - Kyrka och historiebruk från nationsbygge till pluralism. - 1652-8581. - 9789170611551 ; 22, s. 44-52
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Bokkapitel (refereegranskat)
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- Berglund, Helena, et al.
(författare)
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Prerequisites for Policy and Practice in School–University Partnerships in Sweden : Short- and Long-Term Incentives for Taking Responsibility
- 2024
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Ingår i: Creating, Sustaining, and Enhancing Purposeful School-University Partnerships : Building Connections Across Diverse Educational Systems - Building Connections Across Diverse Educational Systems. - 9789819988402 - 9789819988372 - 9789819988389 ; , s. 301-318
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Bokkapitel (refereegranskat)abstract
- Teacher education for upper secondary school in Sweden is mainly university-based but with parts of the studies as school-based courses. To tackle the main obstacles to pre-service teachers’ placements, and to strengthen collaboration regarding quality and collaborative research, a new national policy is being implemented, which changes the prerequisites for collaboration between schools and universities. This chapter presents an overview of how policy and practice affect incentives in terms of short- and long-term goals of the various actors in collaborations between schools and Lund University. Through an example of practising teachers taking ownership of research, we outline the prerequisites and possibilities for such initiatives to help mend the gaps between schools and university. Tensions can arise, expressed in the form of difficulties in bridging gaps between regulations, prerequisites, and views on knowledge. We aim to find our way forward using the new policy as a stepping stone. We use frame-factor perspectives to reflect on how to navigate in relation to various incentives and goals in policy and practice, and how to induce common responsibility for students’ school-based education and collaborative research to develop proactive long-term planning in which tension and concerns can be averted.
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- Blennow, Katarina, et al.
(författare)
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A Comparison of Refugee Education Policy and Practice in England and Sweden: Participatory Parity in Schooling and Moves Towards Ordinariness
- 2018
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Konferensbidrag (refereegranskat)abstract
- There are more child refugees in Europe than at any point since the end of the Second World War (Save the Children 2016). This is affecting both communities on the move and communities where uprooted people are resettling. A humanitarian problem on this scale demands a socially just response. For young refugees, education is a fundamental means of integrating into their new context and the act of going to school is a facilitating factor in their resumption of an everyday existence after periods of traumatic upheaval.This paper’s focus is a case study of how schools work with newly arrived children in England (historically both focus and locus for immigrants) and Sweden (to whom large numbers of immigrants are a new phenomenon). Understanding the positioning of the newly arrived within national educational policy discourses illuminates the values underpinning political decision making in these two differing European contexts (Ball 1998, 124). Policies and practices in these contexts which lead to, or obstruct, new arrivals living an everyday life and participating in education are examined through the two theoretical concepts: ‘participatory parity’ (Fraser 2003) and ‘resumption of an ordinary life’ (Kohli 2014) as we explore each state’s policy response.
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- 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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