| 1. |
- Ideland, Malin, 1970-, et al.
(författare)
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Edu-business within the Triple Helix : Value production through assetization of educational research
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Growing demands on evidence-based teaching and an increasing business involvement together constitute a double-sided transformation of compulsory education in which educational research has become a commodity and a selling point for commercial companies. Thus, new intersections – or Triple Helix – between business sector, research and school are emerging as an asset within business contexts. The aim of the paper is to explore in what different ways, and with what different motives, do people in edu-business use research, and what kinds of values do they expect to produce through the use of research? The paper builds on interviews with 30 Swedish edupreneurs, i.e. people working within edu-business such as ed-tech .From an analysis the interviews, five different approaches are identified, describing the edupreneurs’ manifold ways of using, relating to, and translating research into sellable products. The different approaches are categorized as Philanthropists, Influencers, Ambassadors, Brokers, and Engineers. Using the theoretical lens of assetization, we show how different values are produced through these different approaches. The value could be (1) economic – strengthening the company’s credibility and brand; (2) pedagogical – changing teaching and learning practices; (3) political – lobbying for policy change; (4) academic – defining useful research and (5) social – building networks. However, there are also similarities regarding the different approaches; they all emphasize that Triple Helix collaborations ought to be naturalized, however preserving the entrepreneurial right to define useful research and meanwhile providing legitimacy through the power of research – an important asset on the edu-market. A remaining question, then, is what ‘research use’ becomes in school, when its existence and dissemination is translated through commercial interests? What does it mean for an education system struggling to become ‘based on science’? The study is relevant in a Nordic perspective (and beyond) since Triple Helix collaborations, evidence-based education and a growing edu-business are cultural and political phenomena travelling across national borders. Considering that, we claim that there is an urgent need for a discussion on how they are played out in the context of Nordic welfare states.
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| 2. |
- Ideland, Malin, 1970-, et al.
(författare)
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Edu-business within the Triple Helix. Value production through assetization of educational research
- 2023
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Ingår i: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 14:3, s. 336-351
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Tidskriftsartikel (refereegranskat)abstract
- Growing demands on evidence-based teaching, combined with increasing business involve-ment, constitute a transformation of education in which research and research collaborations have become commodities and selling points for companies. This article, building on interviews with 30 Swedish edupreneurs, explores how the discursive trope of the Triple Helix organises collaborations between the business sector, research, and school. In what ways do people in edu-business use research and research collaborations and what kinds of values do they expect to produce through different practices? The study identifies five approaches to research - philanthropists, influencers, ambassadors, brokers, and engineers - and describe the edupreneurs' manifold ways of using, relating to, and translating research into sellable products. Using the theoretical lens of assetization, we show how different values are produced: (1) economic - strengthening the company's brand; (2) pedagogical - changing teaching practices; (3) political - lobbying for policy change and changing public conversations; (4) academic - defining useful research and funding research, and (5) social - building networks. We conclude that the striving for Triple Helix collaborations preserves the entrepreneurial right to define useful research and providing legitimacy through the power of research, an important asset on the edu-market.
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| 3. |
- Ideland, Malin, 1970-, et al.
(författare)
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Joy, pride, and shame : on working in the affective economy of edu-business
- 2023
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 44:5, s. 860-878
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on what people working in edu-business want to achieve. The aim is to explore (1) how the edu-business sector is discursively constructed as a work-place and part of the education system, and (2) how this discourse is organized within an affective economy - that is how the valuation of emotions distinguish what are considered as 'good' or 'bad' subjectivities, practices, and institutions. The analysis draws on interviews with 22 people working in Sweden's edu-business sector. The results illuminate three discourses: a bureaucratic, an entrepreneurial, and a profit discourse. Emotions attached to the bureaucratic discourse are anxiety, guilt, and boredom. Connected to the entrepreneurial discourse are joy, creativity, and well-being. Shame and pride are attached to the profit discourse. The affective economy constructs the business sector as desirable and the public sector as its opposite. Studying 'the bright side' of neoliberalism helps us to understand its power.
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| 4. |
- Ideland, Malin, 1970-, et al.
(författare)
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Restless souls and the joy of edupreneurialism.
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- As many studies have illustrated, education systems all over the world have been subjected to neoliberal politics and commercial agendas. Not at least is this taking place in the Nordic countries. The present paper seeks to understand these transformations from the perspective of the people working in the Swedish edu-business sector; that is, in commercial companies selling products and services to educational institutions. What do they want to achieve – for themselves, for school and for their companies – and how is that related to how it feels to work in school versus in edu-business? The aim is to explore (1) how the edu-business sector is discursively constructed as a workplace and part of the education system and; (2) how this discourse is organized within an affective economy; that is, how the valuation of emotions distinguish what are considered as ‘good’ or ‘bad’ subjectivities, practices and institutions. The paper builds on 22 interviews performed in a larger ethnographic study, in which we followed the work of education companies in the Swedish education market. The companies operate within different business areas, such as the production and retailing of teaching materials, in-service teacher-training, consulting services, and digital education products. The analysis of interviews is approached from Ahmed’s notion of “affective economies”. This concept makes it possible to understand how feelings are culturally valued and capitalized on. Hence, the study contributes with knowledge on how neoliberal policies, subjectivities, and affects interplay. From the interviews we conclude the that reasons for working in edu-business relate to career opportunities, but also to personal well-being and to aspirations to do good for school or for a company. Two main discourses – the entrepreneurial and the bureaucratic – organize how the interviewees make sense of working in the business sector. These discourses constitute each other as opposites, forming a crisis narrative of a bureaucratic school system stretched to its boundaries by administration, versus a flexible, joyful private sector. The bureaucratic discourse reflects the ‘dark side’ of neoliberalization – which is taking place in school and is attached to feelings such as boredom, anxiety, and guilt. The entrepreneurial discourse represents the “bright side”, opening possibilities for individuals to work in the private sector and is attached to emotions such as joy, creativity, and well-being. Also, a profit discourse organizes the talk, addressing the role of economic gains and how that is connected to feelings such as shame, but also pride. The affective economy constructs the business sector as desirable and the public sector as its opposite. We argue that studying the affective economy of neoliberalism helps us to understand why the business sector is a luring workplace. Studying not only the problems, but also the possibilities, of neoliberalism helps us to understand its power. Thus, we can engage deeper in the forces that are upholding the system. Some of the forces are political or economic, others are emotional. Most of them are both.
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| 5. |
- Jobér, Anna, 1975-, et al.
(författare)
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Helping hands? Exploring “policy retailers” in an unruly and unruled educational landscape.
- 2016
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Annan publikation (populärvet., debatt m.m.)abstract
- The project aims to understand under what conditions, in what forms and with which consequences non-educational actors engage in schools. It explores how a discourse of Swedish school’s failure is translated in and through different contexts and activities outside the formal edu-political system; “school’s external actor-network”. We ask what it means that parts of education are distributed to diverse actors on a non-regulated, unruly market.
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| 6. |
- Jobér, Anna, 1975-, et al.
(författare)
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Vetenskapliga teoriers funktion och roll i utbildning
- 2021. - 1
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Ingår i: Vetenskapliga teorier för lärare. - Stockholm : Natur och kultur. - 9789127827608 ; , s. 15-25
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I denna antologi har vi samlat en mängd teorier som är betydelsefulla för förskolans och skolans verksamhet, och i synnerhet de som gäller undervisning, fostran och barngruppens eller klassrummets ledarskap. I det här kapitlet beskriver vi de olika funktioner som teorier oftast har i det utbildningsvetenskapliga fältet och ger en introduktion till boken och hur du som läsare kan närma dig olika teoriers begreppsväldar.
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| 7. |
- Lundahl, Christian, Professor, 1972-, et al.
(författare)
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Figures fighting figures – unpacking state authority's mis/trust in PISA statistics
- 2023
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : John Wiley & Sons. - 0159-6306 .- 1469-3739. ; 44:6, s. 829-843
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Tidskriftsartikel (refereegranskat)abstract
- How can we understand the uncertainties in high-stake measures such as PISA in relation to the claims that different authorities make from them? In this paper, we use a rather remarkable case from Sweden involving conflicting interpretations of the PISA 2018 results at a national political level and afight over statistics between two national agencies: National Agency for Education and the National Audit Office. The aim of this paper is to unpack processes of interpretations and claims that are often black-boxed in PISA debates: How can we understand the process that led up to the fight and what followed? Our data consist of media articles, broadcasts from the national television and radio (2018–2021), reports and memos from the two-state authorities involved in this debate, and email conversations between the two. Our results stress the need for further transparency in how PISA data are collected and calculated.
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| 8. |
- Lundahl, Christian, 1972-, et al.
(författare)
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Internationella kunskapsbedömningar - hur används PISA?
- 2021. - 1
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Ingår i: Hållbar bedömning. - Stockholm : Natur och kultur. - 9789127827301 ; , s. 357-382
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Internationella kunskapsjämförelser har sitt ursprung i det sena 1800-taletsvärldsutställningar där skolmaterial och skrivböcker, och ibland faktiskt till och med undervisning, visades upp. Världsutställningarna syftade till att jämföra konst och industriföremål men för att förstå vad som låg bakomdenna produktion kom kultur och utbildning snart att bli en naturlig del avdet som jämfördes. Fort blev det politiskt viktigt att vinna de så kallade pristävlingarna i de olika kategorierna och då bland annat i fråga om utbildningsväsendetskvaliteter. Mycket har hänt sedan dess. Sedan 1960-talet och fram till idag sker dessa jämförelser utifrån kunskapstester där inte minst det så kallade PISA-testet som lanserades första gången år 2000 röner stor uppmärksamhet. Intressant nog tycks jämförelserna inte handla så mycket om att lära av andra länder, som med världsutställningarna, utan snarare används resultaten i den inhemska politiska debatten som slagträ för både det en och det andra, vilket är vad detta kapitel handlar om.
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| 9. |
- Lundahl, Christian, Professor, 1972-, et al.
(författare)
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Is PISA more important to school reforms than educational research? : The selective use of authoritative references in media and in parliamentary debates
- 2020
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Ingår i: Nordic Journal of Studies in Educational Policy. - : Taylor & Francis. - 2002-0317. ; 6:3, s. 193-206
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Tidskriftsartikel (refereegranskat)abstract
- Two separate data searches underlie this analysis of how references to educational research and to PISA are used in the Swedish education debate. The data consist of 380 newspaper articles from the eight largest print media outlets in Sweden and 200 protocols from parliamentary debates (2000 to 2016) that made explicit reference to ‘PISA’ and/or to ‘educational research’. Based on a content analysis of this material, in which notions of policy borrowing and de-/legitimization are central, we describe the result as a selective use of PISA data and of educational research in the education debate. PISA is used to legitimize selective (party political) solutions that are oriented towards problems of teaching. The analysis also shows that politics and the media debate concerning education seems disinterested in educational research in a broader sense and that PISA seems to offer sufficient and ‘neutral’ authoritative knowledge and support for policy and reforms. We argue that PISA is the first way to obtain legitimate support for educational reforms. In so doing, the kinds of problems that these reforms aim to solve have been narrowed down to teaching- or practice-oriented problems.
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| 10. |
- Lundahl, Christian, et al.
(författare)
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Riksrevisionen och PISAs validitet
- 2021
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Ingår i: Skola och samhälle. - : Föreningen skola och samhälle. - 2001-6727. ; :2021-05-02
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- I förra veckan kom Riksrevisionens utredning om att de svenska PISA-resultaten från 2018 hade förskönats med hjälp av att exkludera vissa elevgrupper från provet. Rapporten har debatterats högljutt och det har blåst snålt om öronen på både Skolverket och utbildningsminister Anna Ekström, som ihärdigt hävdar att det går att lita på PISA. Christian Lundahl och Margareta Serder reder här ut vad rapporten handlar om och menar att resultaten i PISA – i alla lägen – bör förstås och tolkas med försiktighet.
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