| 1. |
- Harris, Neville, et al.
(författare)
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Ensuring the Right to Education for Roma Children: an Anglo-Swedish Perspective
- 2017
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Ingår i: International Journal of Law Policy and the Family. - : Oxford University Press (OUP). - 1360-9939 .- 1464-3707. ; 31:2, s. 230-267
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Tidskriftsartikel (refereegranskat)abstract
- Access to public education systems has tended to be below normative levels where Roma children are concerned. Various long-standing social, cultural, and institutional factors lie behind the lower levels of engagement and achievement of Roma children in education, relative to many others, which is reflective of the general lack of integration of their families in mainstream society. The risks to Roma children's educational interests are well recognized internationally, particularly at the European level. They have prompted a range of policy initiatives and legal instruments to protect rights and promote equality and inclusion, on top of the framework of international human rights and minority protections. Nevertheless, states' autonomy in tailoring educational arrangements to their budgets and national policy agendas has contributed to considerable international variation in specific provision for Roma children. As this article discusses, even between two socially liberal countries, the UK and Sweden, with their well-advanced welfare states and public systems of social support, there is a divergence in protection, one which underlines the need for a more consistent and positive approach to upholding the education rights and interests of children in this most marginalized and often discriminated against minority group.
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| 2. |
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| 3. |
- Ryffé, David
(författare)
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Educational Law in Sweden - A whole lot of law
- 2018
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Ingår i: The Yearbook of Education Law 2018.
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Bokkapitel (refereegranskat)abstract
- An introduction to the main features of Swedish education law and the challenges facing the Swedish school system
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| 4. |
- Ryffé, David
(författare)
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Likvärdighet genom särskilt stöd
- 2017
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Ingår i: Scheutz, S. (red). (2017). En likvärdig skola för alla. - Uppsala : Iustus. - 9789176789940 ; , s. 181-194
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Ryffé, David
(författare)
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Omöjligt uppdrag. Om rättslig styrning och normkollisioner i skolans kompensatoriska uppdrag
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis aims to analyze how two ideological concepts, “the individual” and “the collective”, impact the Swedish school system from a legal point of view. On basis of the theoretical groundwork drawn up by professor Anna Christensen I claim that one can observe two different normative patterns in the law relevant to the aim and delimitations of the study. The pattern that laid the foundation for the Swedish elementary school is collectivistic and relates to the idea about one school system for everyone, breaking down social barriers. Such a pattern is concerned with integrating students with different capabilities, keeping the collective together as one. The other pattern, which has gradually taken over as the dominant cluster of values, is concerned with the rights of the individual. This second pattern primarily manifests in the legal setting as the right to special education on the basis of the students' special needs, which might lead to the student being separated from the bigger group (collective) in order to meet those needs. The tension between these two patterns is a mirror of the tension between collective and individual values on an ideological level that can be observed in the legal rules, the legal principles and in the social norms dominating in “the pedagogical landscape”. There is, therefore, a “collision of norms”, both within the legal system and between legal and pedagogical norms, which is determinantal to the expediency of the legal regulation. There are few, if any, rules or guidelines to balance these collisions of norms, or to give teachers and headmasters directions regarding which values that should be seen as hierarchically superior. As such it is difficult to predict how the pedagogical profession will choose between integration for the benefit of the collective or segregation to take into account the needs of the individual. No matter the choice, one normative pattern will be overlooked, in violation of the law. Because the legal logic surrounding the school system is largely based on ex-post supervision, the state will criticize the pedagogical choice, no matter what it is. Such an order lays the foundation for lack of effectiveness where it becomes more important to do what is legally correct than that which, from a pedagogical point of view, responds best to the students' respective needs. In order to overcome these shortcomings in legal governance, a choice must be made about if the collective or the individual shall be regarded as worthy of greatest protection, as well as changes in the legal set-up in order for different forms of governance not to counteract each other or the overall purpose of the school system.
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| 6. |
- Ryffé, David
(författare)
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Skolväsendets ekonomisk-rättsliga dilemma
- 2022
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Ingår i: Förvaltningsrättslig Tidskrift. - 0015-8585. ; :3
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Tidskriftsartikel (refereegranskat)abstract
- Årligen betalas miljarder kronor ut i stöd till huvudmän med elever som anses ha ett omfatatnde behov av särskilt stöd i skolan. Regelverket har vuxit fram som ett lapptäcke som inte alltid harmoniserar och som dessutom fordrar avvägningar som omfattar både juridik, ekonomi och pedagogik.
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| 7. |
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| 8. |
- Ryffé, David
(författare)
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Sweden Exemplifies How Religion Is Taught in a Secular State
- 2021
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Ingår i: Law, Education, and the Place of Religion in Public Schools. Charles J. Russo (red.). - New York : Routledge. - 9781003024972 ; , s. 233-246
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Bokkapitel (refereegranskat)abstract
- As stated in the curriculum, all students shall receive equal education about religions and no religious aspects may “spill over” on any school subject. Because no school is allowed to be confessional, the religious beliefs of students, parents, and/or school leaders should not affect the teaching in any respect. The chapter discusses the controversies that have arisen in the last decade when some religious communities, in violating curricular guidelines, enforced religious aspects on teaching; these conflicts included keeping children away from school to avoid certain aspects of curricula and exerting pressure to change what is included in classes.
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| 9. |
- Ryffé, David
(författare)
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The Right to Education in Sweden
- 2024
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Ingår i: A Comparative Analysis of Systems of Education Law. - : Springer. - 9789819710515 ; , s. 335-359
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Bokkapitel (refereegranskat)abstract
- In light of the growing interest in comparative and international studies, including the law, this book should be of interest to university faculty and classes, whether involved in teacher preparation or educational leadership; legal practitioners; and university libraries as a reference book serving as a companion to some of the other volumes in this series. The purpose of this proposed volume, then, is to enhance educator awareness of issues involving the status of the right to education as guaranteed by various legal systems throughout the world.
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| 10. |
- Ryffé, David
(författare)
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Vad behöver skolledaren kunna om juridiken?
- 2020
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Ingår i: Rektor i fokus : kunskap, värden och verktyg / Ulf Blossing (red.).. - Lund : Studentlitteratur. - 9789144127828 ; , s. 25-54
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Bokkapitel (refereegranskat)abstract
- Hur ska skolledare förhålla sig till juridisk styrning i sitt pedagogiska uppdrag när det samtidigt förekommer motstående styrningslogiker? I kapitlet avhandlas bl.a. elevernas rätt till utbildning och skolans kompensatoriska uppdrag, samt skolledarens ansvar för att tillgodose dessa.
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