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- Andersson, Per, Professor, 1964-, et al.
(författare)
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Lärares tolkning och tillämpning av styrdokument i kommunal vuxenutbildning
- 2023
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I denna forskningsrapport presenteras en omfattande studie av hur lärare verksamma inom komvux olika skolformsdelar tolkar och tillämpar de läroplansanknutna styrdokumenten i sin undervisning. Med hjälp av läroplansteoretiska begrepp diskuteras resultat från en enkät som har besvarats av 1321 lärare och intervjuer som har genomförts med 63 lärare. Studien visar att de läroplansanknutna styrdokumenten utgör en ram som tolkas och tillämpas av lärare i relation till en rad andra ramar som exempelvis tid, elevsammansättning, läromedel, marknadsorganisering och fragmentisering. Sammantaget pekar resultaten på ett behov av en översyn av komvux styrdokument likväl som villkoren för lärarnas undervisning med syfte att få dem mer samstämmiga.
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- Arneback, Emma, 1974, et al.
(författare)
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Which values emerge in apprentice education?
- 2015
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Ingår i: Paper presented at the NORDYRK-conference in Helsinki 10-12 June.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A trend in recent times is that vocational training in Sweden is becoming more connected to the world of work, where work places have become an increasingly important place for education (Nylund 2013). Especially so in the recently established apprenticeship education where 50 per cent of the education is conducted at the workplace. This reorganization of vocational training has implications for school content since knowledge and learning on a general level are organized according to different principles in school and work places (cf. Boreham 2002). New principles for the assignment of teaching values in upper-secondary schools have also emerged in recent times. Before, school had the task to anchor certain values in their teaching, such as democracy and human rights. Since 2006, the task of teaching values has been complemented with a legal mandate to work against discrimination, harassment and offensive treatment in schools (Arneback 2012). In the intersection of these two trends, the following study aims to examine which values that emerge in apprenticeship training. In this pilot study interviews with teachers in two apprenticeship programs in Sweden are conducted to investigate: 1) How the teaching of values are expressed in the apprenticeship program, 2) Around what values there is consensus and conflict, within and between the two practices of apprenticeship education (school and workplace)? Our hypothesis is that the organization of apprenticeship education carries challenges in the realization of the assignment of teaching values that need to be further elucidated and problematized (cf. Lagström 2012).
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- Arneback, Emma, 1974-, et al.
(författare)
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Yrkeslärare som värdebalanserare - värdekonflikter mellan skolans och arbetsplatsens läroplan i lärlingsutbildning
- 2017
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; :1, s. 82-101
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Tidskriftsartikel (refereegranskat)abstract
- The school and the workplace often represent two different cultures in terms of what is valued as important skills and values. The role of vocational teachers in apprenticeship education is to ensure that apprentices are embedded in both these cultures. However, because of significant differences between the school and the workplace, this task poses a professional challenge and a potential for value conflicts. In this study we analyse interviews with voca-tional teachers in the apprenticeship training for the building and construction programme using concepts based in Pragmatism and Curriculum theory. Our ambition is to highlight values often upheld by unreflected habits, and discuss how these condition the work of the vocational teacher. The main results indicate the importance of recognizing that two different types of curricula seems to interact in the apprenticeship education; a workplace curriculum that emphasize, “work ethics” and a school curriculum that emphasizes stu-dents ́ “safety”. These different curricula interact in specific ways through the work of the vocational teachers that can be described as a ‘balancing act’. How this ‘balancing act’ is done have significant consequences for what kind of education students are offered and what value conflicts that emerge.
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- Dahlstedt, Magnus, et al.
(författare)
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Systemet med fritt skolval måste bytas ut
- 2018
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Ingår i: Svenska Dagbladet.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Ökad segregation och deprofessionalisering av läraryrket är några av effekterna av det fria skolvalet. Nu krävs en grundlig utredning med siktet inställt på att hitta alternativ till nuvarande marknadssystem, skriver ett flertal forskare.
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- Dovemark, Marianne, 1952, et al.
(författare)
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The Janus face of ‘freedom of choice’ in upper-secondary school markets
- 2021
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Ingår i: ECER, konferensbidrag. - - : Springer.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The Swedish educational system has during the last decades changed dramatically with respect to organization, system of governance and curriculum (Lundahl et al., 2013). Even though there always has been a degree of segregation within the Swedish school system the market-oriented reforms implemented in the 1990s have had a great impact towards a deeper social and geographical segregation (Fjellman, Yang Hansen & Beach 2018) and schools are becoming more and more socio-economically and ethnically homogeneous (Bunar & Ambrose, 2016; Dovemark & Holm, 2015; Trumberg, 2011). Even though it is, according to the Swedish School Act, forbidden for schools to choose and select students these rules are circumvented through schools' marketing (Dovemark, 2017). Since a school’s survival is highly dependent on its success in recruiting students, schools expend economic and personnel resources on marketing their facilities, ethos and programmes. In this sense, students have become ‘commodities’ and ‘customers’ in the schools’ hunt for potential students (Beach & Dovemark, 2009). This development is particularly apparent at the upper secondary school level. By using the lens of Alhusser’s (1971/2008) concept of ideology this paper will focus on how the reproduction of the social relations of production – with particular focus on the division of ‘intellectual’ and ‘manual’ labor (or the ‘academic-vocational divide’) - is secured within a strong discursive context of democracy and freedom of choice. As Althusser (1971/2008, p. 48) suggests: “…ideology ‘acts’ or ‘functions’ in such a way that it ‘recruits’ subjects among the individuals /…/ or ‘transforms’ the individuals into subjects by /…/ interpellation or hailing”. Ideology positions individuals as different subjects “free” to obey or disobey the appeal. If the appeal interpellates the subject in such a way that the subject responds, a recognition is obtained. The subject perceives the place designated for him/her as “theirs in the world” (Althusser, 1971/2008, p. 52); as a graduate, a worker, a boss etc. By analyzing upper secondary schools’ various kinds of marketing materials, including websites and prospectuses of the schools, this paper aims to answer the following questions: (i) what subject positions, as workers and citizens, are prospective students given? (ii) How are these subject positions connected to the social division of labor? The preliminary findings show that schools’ market themselves as unique ‘brands’ in one way or another, hailing different segments of the ‘consumer market’ of students. Different groups of students are thus recruited to different subject positions in a way which seems to reinforce the division between ‘intellectual’ and ‘manual’ labor. Through this process of ideology, students from different social classes are prepared for different roles both as future workers but also as citizens.
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