| 1. |
- Allan, J
(författare)
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The inclusive teacher educator : Spaces for civic engagement
- 2010
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Routledge. - 0159-6306 .- 1469-3739. ; 31:4, s. 411-422
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Tidskriftsartikel (refereegranskat)abstract
- This paper is concerned with the teacher educator who is aspiring to be inclusive. It considers the obligations which arise within Higher Education Institutions and the extent to which these contribute to a loss of civic engagement and a lack of capacity to pursue inclusion, social justice and equity. The paper argues that this need not be the case and a reorientation for teacher educators is offered which affords teacher educators opportunities to, in Bourdieu's terms, ‘play seriously’. This reorientation is in relation to three significant spaces – the ontological, the aesthetic and the epiphanic – and it is argued that operating within these spaces could enable new practices of inclusive teacher education to emerge.
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| 2. |
- Aronsson, Lena, et al.
(författare)
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Mapping a Collaborative Cartography of the Encounters between the Neurosciences and Early Childhood Education Practices
- 2018
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 39:2, s. 242-257
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Tidskriftsartikel (refereegranskat)abstract
- This paper takes its starting point in a shared problem of concern, formulated in terms of what might be produced – or not – as effects of encounters between neuroscientific research and preschool practices. The aim is to show what emerged in collaborative encounters, in what is theorized and practised as Deleuzo–Guattarian-inspired cartography mapping exercises. During regularly scheduled staff ‘reflection meetings’, an invited doctoral student enacted, participated, and documented these encounters with preschool staff at three preschools in the same area outside Stockholm, Sweden. Two major lines of articulation, converging around a core problem, were collaboratively constructed and put on this ‘map’. These were then actively put to play to be disrupted and deterritorialized, making ways for new diverging lines and potential reconfigured forms of literacy practices.
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| 3. |
- Berglund, Jenny
(författare)
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Global questions in the classroom : The formulation of Islamic religious education at Muslim schools in Sweden
- 2011
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - London : Routledge. - 0159-6306 .- 1469-3739. ; 32:4, s. 497-512
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the formulation of Islamic Religious Education (IRE) at two Swedish Muslim schools where fieldwork was conducted in 2005-2008. Its aim is to contribute knowledge to ways in which IRE is formed as a confessional school subject within the framework and under the jurisdiction of the Swedish school system. Even though the general content of the classrooms was fundamentally the same, specific variations were clearly evident. The paper shows that global discussions on matters such as ‘authentic Islam’, gender inequality, and Muslim minority life have influenced the teaching that has been offered in these classrooms. These discussions have developed out of the many ways in which contemporary Muslims can choose to express their faith. And although each teacher deals with these issues in her own unique way, they all attempt to connect them to the pupils’ situation as Muslims in Swedish society as well as to the national curriculum and local school syllabi. This leads to the concept of glocalisation, meaning that just as local conditions adapt to the influences of the global, so do global influences adapt to the conditions of the local. The paper demonstrates how the influences of interpretative tradition, local school context, situational perceptions and globally discussed issues work together to affect the content of IRE, meaning the type of interpretation of Islam that is provided in these schools.
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| 4. |
- Bodén, Linnea
(författare)
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Dexter time : The space, time, and matterings of school absence registration
- 2016
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Routledge. - 0159-6306 .- 1469-3739. ; 37:2, s. 245-255
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Tidskriftsartikel (refereegranskat)abstract
- Working with a posthumanist approach, this article explores how the computer software Dexter, used for the registration of students’ absences and presences, is part of the production of different practices of time, place, space, and matter in Swedish schools. The empirical material engaged with comes from two schools, and the students involved are in grades 7–9. The article creates knowledge on how the digital registration of students’ presences, absences, or late arrivals is dependent upon material-discursive practices. The “bodily presences” of students are continually destabilized in relation to Dexter, showing that school absences and presences are (re)shaped depending on relations of spacetimematter.
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| 5. |
- Carlbaum, Sara, 1981-
(författare)
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Equivalence and performance gaps in Swedish school inspection : context and the politics of blame
- 2016
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 37:1, s. 133-148
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses and critically discusses how context is relevant when constructing and upholding an equivalent education for all within the neo-liberal educational regime of marketisation and accountability. At the centre of the article is a study of national school inspection reports in four municipalities in Sweden, exploring performance gaps, equality and justice in an educational system, that for decades has emphasised universal welfare, justice and equality. By drawing on the concept of ‘the politics of blame’, findings show that accountability and blame are constructed in complex ways. Although teachers and schools are blamed for low expectations with little contextual consideration by Swedish Schools Inspectorate, local governments are blamed for not redistributing resources. This can both challenge and strengthen the contemporary regime in governing education.
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| 6. |
- Dahlbeck, Johan, et al.
(författare)
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'Needle and Stick' save the world: Sustainable development and the universal child
- 2012
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Ingår i: Discourse. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 33:2, s. 267-281
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Tidskriftsartikel (refereegranskat)abstract
- This text deals with a problem concerning processes of the productive power of knowledge. We draw on so called poststructural theories challenging the classical image of thought – as hinged upon a representational logic identifying entities in a rigid sense – when formulating a problem concerning the gap between knowledge and the object of knowledge. More specifically we are looking at this problem in the contexts of sustainable development and childhood using illustrating examples in order to test the validity of these theoretical accounts. The examples we use range from internationally agreed documents claiming universality concerning environmental protection and childhood to national curricula for the pre-school to a Swedish governmentally produced and distributed TV-series called Needle and Stick save the world, addressing the issue of sustainable development. In short, we wish to problematise the rigid positions of the child and the human being in relation to nature
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| 7. |
- Elam, Mark, 1960, et al.
(författare)
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Socioscientific issues via controversy mapping: bringing actor-network theory into the science classroom with digital technology
- 2019
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Ingår i: Discourse: Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 40:1, s. 61-77
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Tidskriftsartikel (refereegranskat)abstract
- What are the current challenges and opportunities for bringing actor-network theory (ANT) into issues-based science education? This article discusses experiences gained from introducing an educational version of ANT deploying digital technology into an upper secondary school science class. This teaching innovation, called controversy mapping, has been pioneered in different contexts of higher education before being adapted to school education. Experimenting with controversy mapping in a Swedish science class raised both conceptual and practical issues. These centre on: (1) how ANT-inspired controversy mapping redesigns the citizenship training enacted by institutionalized approaches to issues-based education as socioscientific issues (SSI); (2) how controversy mapping reconfigures the interdisciplinarity of issues-based science education; and (3) how controversy mapping displaces scientific literacy and knowledge of the nature of science as guiding concerns for teaching in favour of new preoccupations with digital literacy and digital tools and methods as contemporary infrastructures of free and open inquiry.
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| 8. |
- Ericsson, Claes, 1947, et al.
(författare)
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The conditions for establishment of an ideological dilemma: antagonistic discourses and over-determined identity in school music teaching
- 2011
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Ingår i: Discourse: Studies in the Cultural Politics of Education. - London : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 32:5, s. 713-728
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Tidskriftsartikel (refereegranskat)abstract
- This article presents an analysis of video documentation of music teaching in Swedish schools. The article is based on a larger research project, funded by The Swedish Research Council, the purpose of which has been to study how market aesthetics and students’ everyday culture are applied to the teaching of music. The introduction presents a background for the study's focus on music teaching in relation to issues of student influence. Next, the theoretical and methodological starting points are presented. With discourse psychological microanalysis as a point of departure, the ideological dilemma that has emerged in the analysis of the videos is then identified and discussed. In addition, the different types of subject positions contained in the studied discursive practice are problematized. The article concludes with a discussion of a number of factors that contribute to the establishment of ideological dilemmas in school practitioners of music education.
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| 9. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Becoming the role model : Youth recreational leaders, occupational choice and a will to include
- 2018
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Taylor & Francis. - 0159-6306 .- 1469-3739. ; 39:6, s. 901-912
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to analyse how a discourse on the role model operates in youth recreational work. Drawing on Michel Foucault’s concepts of subjectivity, discourse and power/knowledge, the article analyses interviews with youth recreation leader students enrolled at a folk high school, and their talk about occupational choice. The analysis illustrates how a discourse on the role model emerge and operate through the ways students’ descriptions of ‘being’, and ‘doing’ intersect with their becoming as role models. The analysis raises several important questions. Should youth recreational work only target those young people who are already marginalised? Are there other subject positions than the role model, available to take up in youth recreation work? Are experiences of marginalisation necessary in order for a desirable youth recreation leader to emerge?
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| 10. |
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| 11. |
- Gorur, Radhika, et al.
(författare)
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Politics by other means? : STS and research in education
- 2019
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Routledge. - 0159-6306 .- 1469-3739. ; 40:1, s. 1-15
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Science and Technology Studies (STS) has been surprisingly slow to become widely known and deployed in the field of education. Yet STS has a rich array of concepts and analytical methods to offer to studies of: knowledge practices and epistemic cultures; the interrelationship between states and knowledge; regulatory practices, governance and institutions; and classrooms, pedagogy, teaching and learning. Most importantly, it provides a fresh perspective on how power operates in ordering societies, disciplining actors and promoting ideas and practices. In this paper, we provide an introduction to STS and elaborate what it offers education scholars. Using examples from the emerging body of STS work in the field of education, and in particular from the papers in this special issue, we argue that STS is not only useful, but an exciting and generative form of critique - one that is especially suited to investigating contemporary issues in education policies and practices.
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| 12. |
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| 13. |
- Horton, Paul
(författare)
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Portraying monsters: framing school bullying through a macro lens
- 2016
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Routledge. - 0159-6306 .- 1469-3739. ; 37:2, s. 204-214
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Tidskriftsartikel (refereegranskat)abstract
- This article critically considers the discourse on school bullying through the conceptual framework of lenses and argues that a macro lens has been utilised by school bullying researchers to bring into focus the characteristics of the individuals involved and the types of actions used. By considering earlier understandings of bullying, the article illustrates how this macro lens has become a metalens through which school bullying is understood. This has had implications for how bullying is understood and addressed, as well as for how vast numbers of school-aged children are perceived and treated. The article argues that the macro lens needs to be replaced with a wide-angle lens, so as to bring the social, institutional and societal contexts into view.
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| 14. |
- Lenz Taguchi, Hillevi, et al.
(författare)
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Individuating sparks' and flickers' of a life' in dance practices with preschoolers : the monstrous child' of Colebrook's Queer Vitalism
- 2016
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 37:5, s. 705-716
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Tidskriftsartikel (refereegranskat)abstract
- What are the dominant images of the Child in contemporary Western societies? In order to challenge some dominant images of the Child, this essay explores the possibilities of analyzing an experimental dance practice with preschoolers aged 1-2 years with Claire Colebrook's theorizing on the war on norms'. Colebrook suggests a Queer Vitalism to push the limits of how to understand humanness generally, and more specifically, how to understand processes of subjectification. She moves from a post-structuralist understanding toward the Deleuzian notion of practices of individuation and processes of becoming-imperceptible. In this essay, we draw on Queer Vitalism to show how it is possible to understand children's constructions of subjectivity in events of experimental dance practices for preschoolers. The analysis is performed in close interactions with video-films from these workshops transformed to still photography. We aspire to show how these practices can be understood as counter-power strategies in the enactment of an image of a Monstrous Child. Such an image might transform the taken-for-granted image of the Child and preschool practices in subversive ways.
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| 15. |
- Lindgren, Joakim
(författare)
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Biography as Education Governance
- 2007
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Ingår i: Discourse: Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 28:4, s. 467-483
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Tidskriftsartikel (refereegranskat)
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| 16. |
- Lindgren, Therese
(författare)
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The figuration of the posthuman child
- 2020
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Routledge. - 0159-6306 .- 1469-3739. ; 41:6, s. 914-925
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Tidskriftsartikel (refereegranskat)abstract
- In a time when the pursuit of quality is high on the Swedish ECEC (Early Childhood Education and Care) policy agenda, teachers’ responsibilities for evaluating educational practice, based on documentation of individual children’s development and learning, is emphasised. To aid teachers in this work, the Swedish National Agency of Education published a support material promoting pedagogical documentation as a tool and a method for documentation and evaluation, framed within posthumanist theory. From the posthumanist point of view offered in the support material, the traditional Western educational ideal is claimed to fall short of comprehending the transdisciplinary nature and relational complexity of learning as well as the interdependency between the child and the world. In this article, both conditions enabling a posthumanist reconfiguration of the preschool child, as well as the ways in which the child is brought into being as 'posthuman' through policy, research and practice, is examined.
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| 17. |
- 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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| 18. |
- Mooney Simmie, Geraldine, et al.
(författare)
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Teachers’ democratic assignment : a critical discourse analysis of teacher education policies in Ireland and Sweden
- 2019
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Taylor & Francis. - 0159-6306 .- 1469-3739. ; 40:6, s. 832-846
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Tidskriftsartikel (refereegranskat)abstract
- Abstract: The needs of a globalized economy are rapidly changing what is legitimated as school knowledge and values in Europe and calling up a new understanding of teachers’ role in stimulating democratic spaces, which we have termed teachers’ democratic assignment. In this study we examined changing notions of teachers’ democratic assignment using a Critical Discourse Analysis grounded in the methodology of Fairclough (1995, 2004, 2013) and philosophical worldviews of education and democracy (Dewey 1959/1916; Edling, 2012, 2015; Englund, 2016). We tested our hypothesis that teachers’ democratic assignment has changed in rapid and unprecedented ways using a critical analysis of four public policy documents in teacher education in Ireland and Sweden. Our findings, albeit limited to only two policy documents in each country, reported a substantive and converging paradigm shift from a predominantly progressive (reconstructivist) discourse in the early years of this century to a more essentialist (perennialist) discourse in recent times. The findings will have interest for a wider audience and have implications for society and teacher education as a social responsibility for democracy and emancipation in turbulent times.
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| 19. |
- Ogawa, Akihiro
(författare)
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Risk management by a neoliberal state : construction of new knowledge through lifelong learning in Japan
- 2013
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 34:1, s. 132-144
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Tidskriftsartikel (refereegranskat)abstract
- This article examines the current developments in Japan's lifelong learning policy and practices. I argue that promoting lifelong learning is an action that manages the risks of governance for the neoliberal state. Implementing a new lifelong learning policy involves the employment of a political technique toward integrating the currently divided and polarized Japanese population – popularly called kakusa – into the newly imagined collective, namely, atarashii kōkyō or the New Public Commons. Examining the macro policy discourse on Japan's educational policy, this article demonstrates Japan's inflections of neoliberal governmentality with the new distribution of responsibility between the state and the individuals through the construction of new knowledge supporting the New Public Commons. In fact, new knowledge is the epicenter of the national educational policy discourse aiming at generating social solidarity in local communities.
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| 20. |
- Olsson, Liselott Mariett, et al.
(författare)
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Discplacing identity – placing aesthetics : early childhood literacy in a globalized world
- 2016
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 37:5, s. 717-738
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Tidskriftsartikel (refereegranskat)abstract
- ‘How to give brain and body to the multiple pack that we already are or are becoming: how, in other words, are we to make sensible (auditory, visually and affectively) the time before “I think” and “We think” that we cannot plan, control or know, but simply experiment with, which is the “time of the city” and nothing else?’ (Rajchman, 2010, p. 39) These powerful words constitute the starting point for this article that argues that, within the context of early childhood literacy in a globalized and ‘multicultural’ world, we need to experiment with new ways of understanding identity and language through amalgamating early childhood pedagogy and didactics with aesthetics. Such an endeavour needs to take place beyond ‘the indignity of speaking for the other’ (Deleuze, 2004, p. 208) and beyond the constructed categories that have been attributed to children in the name of one or another minority group. Through vivid examples and theoretical movements taking place within the research project ‘The Magic of Language’ we propose to shift focus – from the identifying and categorizing of individuals, as well as from the epistemological violence performed in the name of recognition and linguistic representation – to aesthetic experimentation and to the place of experiments. A ‘time of the city’ is also a ‘time of the place’ and in this article we are arguing for the importance of aesthetic experimenting with that place.
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| 21. |
- Pedersen, Helena
(författare)
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Is 'the Posthuman' Educable? On the convergence of educational philosophy, animal studies, and posthumanist theory
- 2010
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Routledge. - 0159-6306 .- 1469-3739. ; 31:2, s. 237-250
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Tidskriftsartikel (refereegranskat)abstract
- Formal education in Western society is firmly rooted in humanist ideals. ‘Becoming human’ by cultivating certain cognitive, social, and moral abilities has even symbolised the idea of education as such in Enlightenment philosophical traditions. These ideas are increasingly coming under scrutiny by posthumanist theorists, who are addressing fundamental ontological and epistemological questions about defining an essential ‘human nature’, as well as the elastic boundary work between the human and non-human subject. This paper responds to the ongoing discussions on the diverse articulations of posthumanism in education theory and animal studies by investigating possibilities of a shared conceptual framework that allows for a productive dialogue between them. By analysing some of the meanings attached to the notion of posthumanism in education theory and animal studies, the paper begins to identify some instabilities of humanist traditions/ideals of education and explores posthumanist challenges to research on the institutionalised production, mediation, and development of knowledge.
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| 22. |
- Petersson, Kenneth, et al.
(författare)
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Nostalgia, the future, and the past as pedagogical technologies
- 2007
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 28:1, s. 49-67
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Forskningsöversikt (refereegranskat)abstract
- This article provides a genealogical perspective on narratives about the past and the future as governmental discourses in teacher education, public health, and criminal justice in Sweden. Contemporary governmental strategies bring nostalgic memories of the past and visions and fears about the future back to life in the present. The past (history) is a technology of the present to re-memorialize who "we" are and have been. The future is a spatial concept, a technology to shape and nurture the "future oriented" subject bent on the pursuit of lifelong learning. The notions of history and future in the construction of the lifelong learner function to link and harmonize the interest of the individual with that of society. As technologies of government these are not new. Similar technologies were operating in the discourses about the future, society, and the citizen in the first part of the 20th century. What is new is the particular capabilities and capacities of the individual as an agent of the future and the collective principles in which life is lived. © 2007 Taylor & Francis.
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| 23. |
- Reimers, Eva, 1957-
(författare)
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Discourses of education and constitutions of class : public discourses on education in Swedish PBS television
- 2014
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Routledge. - 0159-6306 .- 1469-3739. ; 35:4, s. 540-553
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on post-structural perspectives and analysis of television programs on education, the article investigates the public educational discourse in Sweden. It shows how a dominant neoliberal educational discourse is articulated together with a discourse of equal education, where the two discourses influence and subvert each other so that neither becomes totally hegemonic. Taking point of departure in the neoliberal emphasis on the individual, not the least concerning school choice and in relation to the significance of class for educational success, the analysis focus on the constitution of classed positions. The study reveals constitutions of class in which race, place, gender, economy, and agency are intertwined, such that the schools and the students are attributed both different status and differing subject positions in terms of future economic trajectories. The conclusions drawn are that in the public conversation about the organization and goal of compulsory education it is important to be aware of the discursive and political contexts in which the discussions take place, and that class matter in the educational assemblage in the form of economic subjectivities constituted in a web of intersecting notions about differing preconditions and outcomes of education.
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| 24. |
- Roulston, Stephen, et al.
(författare)
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Kicking the can down the road? Educational solutions to the challenges of divided societies : a Northern Ireland case study
- 2021
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Taylor & Francis. - 0159-6306 .- 1469-3739. ; 42:2, s. 170-183
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Tidskriftsartikel (refereegranskat)abstract
- There is considerable literature concerning the impact of education in divided societies. Some seek to defend separate schools, often for different faith groups, while others stress the benefits of school integration on social cohesiveness. Contact theory has been employed in efforts in many countries to address social discord. Northern Ireland is a deeply divided multicultural society with a largely separate system of education for its two main communities. There is also a small but growing Integrated schools sector, where the communities learn together and where contact is maintained. A more recent intervention in Northern Ireland is that of Shared Education where separate schools are retained but shared classes and other opportunities for sharing are offered. This paper examines these models of educational provision and evaluates them in light of political developments. This is of particular importance as the structure of education is key to social cohesion for the people in Northern Ireland, as well as in other jurisdictions across the world contemplating educational solutions for divided societies.
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| 25. |
- Rousell, David, et al.
(författare)
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Activist ecologies of study in the learning city: deformalisations of educational life
- 2021
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Ingår i: Discourse. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 43, s. 702-722
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Tidskriftsartikel (refereegranskat)abstract
- The combined impacts of COVID-19 and global climate change are destabilising the infrastructures and future prospects of formal educational systems, with schools and universities struggling to adapt to conditions of radical precarity. At the same time, activist movements are generating alter-educational platforms that reappropriate the learning infrastructures of cities as mobile architectures of pedagogical resistance. Building on Harney and Moten’s The Undercommons, this paper discusses transnational examples of radical pedagogies that engage the city as an ecology of deformalised study. We highlight examples from Melbourne’s COVID-19 lockdown regime, emphasising how informal study enabled community-led responses to crisis at city-scale. We then turn to urban ecologies of study arising from contemporary activist movements, drawing connections between protest movements in Hong Kong and Deleuze and Guattari’s concept of the ‘war machine’. This leads to a speculative re-imagining of alternative educational values and futures within a milieu of activist study, care, and resistance.
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| 26. |
- Serder, Margareta, et al.
(författare)
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PISA truth effects : the construction of low performance
- 2016
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Taylor & Francis. - 0159-6306 .- 1469-3739. ; 37:3, s. 341-357
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Tidskriftsartikel (refereegranskat)abstract
- This article seeks to unpack the taken-for-granted notion of low performance, arguing that performance and competency are not a given categories; rather they are “objects-for-thought” that receive their discursive and material contours through a chain of translations. As suggested previously by Gorur, PISA is analyzed through the lens of Latourian Science and Technology Studies. The arguments in this article are based on an analysis of situations constructed to observe how performance is enacted in socio-material practice, as 15-year-old students collaboratively solve PISA scientific-literacy items. As background a text analysis, concerning how scientific literacy and performance are discursively constructed in various PISA materials, is reported. We suggest the notion of ‘competency’ be linked to the historical event of trying to start to detect it and argue that PISA results are products of the situated adjustments that are enacted by students and items created in the very moments of scientific measurement.
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| 27. |
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| 28. |
- Simonsson, Angelica, 1980
(författare)
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Smooth conversations: sexuality as a linguistic resource in a secondary language classroom
- 2020
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Ingår i: Discourse: Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 41:1, s. 21-31
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Tidskriftsartikel (refereegranskat)abstract
- In the present article, the interlinking between language and sexuality in a secondary language classroom is explored. The aim of the article is to examine use of performances of sexuality in conversation practices in an English classroom in a Swedish secondary school. The data production method is classroom observations, and the examples analysed are taken from field notes made during three grade eight English lectures in a Swedish secondary school. Using concepts of normativity and performativity, I analyse how sexuality is employed in classroom conversations. The results show that reproduction of heteronormativity seems intrinsic to language education in these cases. The pupils, in various ways, employ sexuality as a common bond that facilitates smooth conversations, for instance by using references to hypothetical heterosexual relationships, thereby positioning themselves as heterosexual, or by drawing on other recognizable performances of, e.g. femininity, masculinity and heterosexuality.
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| 29. |
- Sundström Sjödin, Elin, 1972-
(författare)
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Creating the valuable : reading as a matter of health and successful parenthood
- 2019
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Routledge. - 0159-6306 .- 1469-3739. ; 40:1, s. 46-60
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Tidskriftsartikel (refereegranskat)abstract
- There have been increasing demands to improve Swedish children's reading habits, triggered by poor PISA results in 2013, and public healthcare has stepped in as a strong reading-promoting actor. Drawing on the emerging field of valuation research in STS, the paper explores the values enacted in health-related information brochures about reading that are distributed to all Swedish parents at various times of their children's lives. The analysis demonstrates how the lack of reading books is enacted as a public health problem that requires prevention and intervention of public healthcare. Health is thus recruited as a stabilising actor in the process of determining the value and importance of reading and where the problem of non-reading of books becomes a private matter for families to solve. The analysis also shows how instances of health-promoting intentions of doing good can in effect be marginalising by viewing specific people as less valuable.
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| 30. |
- Sundström Sjödin, Elin, 1972-
(författare)
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Tracing reading to the dark side : investigating the policy producing reading and readers in detention homes
- 2018
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Routledge. - 0159-6306 .- 1469-3739. ; 39:6, s. 887-900
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Tidskriftsartikel (refereegranskat)abstract
- Both inside and outside educational settings, reading literature is emphasized as something good, perhaps even something that makes us better people. This paper aims to open the 'black-boxed' conception of reading by studying how reading and (non)readers are conceptualized in relation to young people taken into custody. I examine a policy document describing a reading project in detention homes for young people as a case in which reading is perceived as having specific effects. Actor-network theory is used as a methodological approach to call attention to the way ideas, values, and knowledge about educational content are produced. The analysis shows that the seemingly coherent policy document produces radically different versions of what reading is and who the readers and non-readers are. I conclude that conceptualizations of reading and literacy always involve the creation of 'a dark side of reading'; the strong construction of 'reading as doing good' has marginalizing effects.
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| 31. |
- Söderström, Tor, 1967-, et al.
(författare)
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Premises, promises : connection, community, and communion in online education
- 2006
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 27:4, s. 533-549
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Tidskriftsartikel (refereegranskat)abstract
- This paper is an essay on the discursive politics of education. Data from a small study, combined with a review of the related literature, suggest that the overarching concept “community” lacks coherence when used in online education. At least three contrasting forms of connection can be discerned: communion among participants, exchange between participants, and attachment to an ideal. In turn, we believe that this incoherence is not a trivial semantic problem, but rather a central concern in current efforts to remodel, reform and globalize distance education.
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| 32. |
- Tanner, Marie, 1965-, et al.
(författare)
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In between self-knowledge and school demands : Policy enacted in the Swedish middle year classroom
- 2014
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 35:4, s. 554-569-
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Tidskriftsartikel (refereegranskat)abstract
- In this article we focus on the interaction in a Year 5 classroom where students fill in a ‘self-evaluation form’ as a preparation for a forthcoming discussion on progress aiming at the production of an Individual Developmental Plan. Drawing on the theoretical concepts of fabrications and performativity (Ball, 2003; 2006), we understand this as an enactment of policy where both teacher and students become actors and subjects (Ball et al., 2012; Maguire et al. 2011). From using document analysis together with conversation analysis as a methodological approach, we show how the ‘self-evaluation’ in interaction becomes a successful exercise in fabrications as teacher and student negotiate conceptions of the ideal student in relation to self-knowledge and school demands. The article is an empirically grounded contribution to the understanding of how policies are interpreted and made into being by local actors in everyday practices, in this case teachers and students in schools.
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| 33. |
- Waddling, Jennifer, et al.
(författare)
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Struggling with capital: : a Bourdieusian analysis of educational strategies among internationally mobile middle class families in Sweden
- 2019
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 40:5, s. 697-716
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on empirical data regarding educational strategies among internationally mobile families in the Stockholm-Uppsala region, this study questions the notion of a global middle class. First, a quantitative analysis shows that immigrating middle class professionals and their children are few, having marginal impact on the demand for international education. Furthermore, they far from constitute a homogeneous class, instead comprising of fractions opting for different types of schools. A second, qualitative study on capital conversion among mobile families illustrates that even well-educated international movers face serious challenges converting their existing knowledge, skills and contacts into well-informed social, professional and educational strategies in their new context. This suggests the limitations of concepts such as international capital. It is argued that the GMC concept overshadows the fact that social groups within the middle classes have varying degrees of international mobility that constitutes just one dimension of what separates them from each other.
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| 34. |
- Wahlström, Ninni, 1953-, et al.
(författare)
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Policy of suspiciousness – mobilization of educational reforms in Sweden
- 2022
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Taylor & Francis Group. - 0159-6306 .- 1469-3739. ; 43:2, s. 251-265
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the processes of transfer and translation ofeducation policy in a study focusing on the relationship betweenthe Organisation for Economic Co-operation and Development(OECD) and Sweden. The purpose of the study is to investigatehow selective borrowing occurs both in terms of references todifferent types of knowledge sources underpinning the argumentsand shared discourse formations. The data were obtained fromtwo policy reports: an OECD review report of the Swedish schoolsystem and a Swedish follow-up report proposing actual schoolreforms. The method was twofold: first, mapping, categorizing,and counting all the textual references in the two documents;second, critically analyzing the discourses emerging in the twopolicy texts. The results show that international references play asignificant role in substantiating arguments for Swedish educationpolicy. Both policy texts share a policy discourse characterized bysuspiciousness toward the professionalism exercised by teachersand local education authorities.
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| 35. |
- Weldemariam, Kassahun, 1981
(författare)
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‘Becoming-with bees’: generating affect and response-abilities with the dying bees in early childhood education
- 2020
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Ingår i: Discourse. - : Informa UK Limited. - 0159-6306. ; 41:3, s. 391-406
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Tidskriftsartikel (refereegranskat)abstract
- Engaging young children in sustainability challenges poses a pedagogical dilemma to the field of early childhood education. Using species extinction as an exemplary sustainability challenge, this study explores the pedagogical possibilities to engage young children with the potentially cataclysmic death of the bee. The study is framed within a posthumanist framework and draws ideas from post-qualitative research orientation. The study is empirically anchored to a narrative emerging from a staged theatrical performance of child-bee assemblage that enacts the collective agency of ‘bee-ness’. Enabling possibilities of ‘becoming-with the bees’, the performance lends itself to triggering response-abilities and forming of relationships and thus a concomitant emotional affective response to the death of bees. The article suggests alternative directions for a sustainability pedagogy in early childhood education that represent a shift from loving, caring and preserving nature as an object outside ourselves, towards a perspective of ‘becoming-with-nature’, which considers humans as part of/entangled with nature. © 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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| 36. |
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| 37. |
- Petersson, Kenneth, et al.
(författare)
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Nostalgia, future and the past as pedagogical technologies.
- 2007
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Ingår i: Discourse.: Studies in the Cultural Politics of Education.. - 0159-6306. ; 28:1
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Tidskriftsartikel (refereegranskat)abstract
- This article provides a genealogical perspective on narratives about the past and the future as governmental discourses in teacher education, public health, and criminal justice in Sweden. Contemporary governmental strategies bring nostalgic memories of the past and visions and fears about the future back to life in the present. The past (history) is a technology of the present to rememorialize who "we" are and have been. The future is a spatial concept, a technology to shape and nurture the "future oriented" subject bent on the pursuit of lifelong learning. The notions of history and future in the construction of the lifelong learner function to link and harmonize the interest of the individual with that of society. As technologies of government these are not new. similar technologies were operating in the discourses about the future, society, and the citizen in the first part of the 20th century. What is new is the particular capabilities and capacities of the individual as an agent of the future and the collective principles in which life is lived.
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