| 1. |
- Alexiadou, Nafsika, 1968-, et al.
(författare)
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Education policy convergence through the Open Method of Co-ordination (OMC) : Theoretical reflections and implementation in ‘old’ and ‘new’ national contexts
- 2010
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Ingår i: European Educational Research Journal. - Oxford, UK : Symposium Journals, Ltd. - 1474-9041. ; 9:3, s. 346-359
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Tidskriftsartikel (refereegranskat)abstract
- This article addresses two key questions about the convergence of education policies in the European Union (EU). How does the open method of coordination (OMC), a new governance instrument for the Europeanisation of education policies, change existing national education policy making and how can the OMC and national responses to it be researched? The authors argue that the OMC brings to national policy making a particular set of ideas about education, such as an emphasis on the contribution of education to building competitive economies and a new public management approach. The authors further suggest that the significance of such policy ideas in national education policy making can be best analysed through a combination of sociological institutionalism and discourse analysis. Hence, ‘implementation’ of EU education measures – which have been developed through policy learning – should be understood as a combination of a ‘bottom-up’ and ‘top-down’ policy-making process that links EU and national levels. Finally, the article suggests – on the basis of a preliminary exploration of the implementation of education OMC measures in the United Kingdom and Slovenia – that education OMC policy ideas resonate to varying degrees in ‘old’ and ‘new’ member states.
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| 2. |
- Alexiadou, Nafsika, 1968-, et al.
(författare)
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Education policy governance and the power of ideas in constructing the new European Education Area
- 2023
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 22:6, s. 852-869
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Tidskriftsartikel (refereegranskat)abstract
- Twenty years after the Lisbon strategy, education policy in the European Union (EU) is at a critical juncture, with a new set of strategic goals endorsed for the 2021–2030 decade. This article examines the complex interplay of ideas, institutions and actors, in articulating education policy priorities in the new European Education Area (EEA). Drawing on documentary reviews and interviews with policy actors in the European Commission and the Council of the European Union, we trace the rise and fall of policy ideas in the new framework. The negotiations over the definition of EEA reveal new tensions between and within European institutions over specific policy ideas, with “lifelong learning” and “gender” as the most controversial ones. Continuing, longstanding tensions between the education and employment fields remain, and present adifficulty for the construction of a comprehensive and cohesive education policy program.
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| 3. |
- Alexiadou, Nafsika, 1968-, et al.
(författare)
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Modernising education governance in England and Scotland : Devolution and control
- 2002
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Ingår i: European Educational Research Journal. - Oxford, UK : Symposium Journals. - 1474-9041. ; 1:4, s. 676-691
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Tidskriftsartikel (refereegranskat)abstract
- This article considers the impact of the neo-liberal agenda for modernising the government of education in two of the United Kingdom's education systems: England and Scotland. The article looks at differences between England and Scotland in the context of devolved education governance and concludes that there are significant and possibly ongoing differences in the 'local' interpretation of New Labour's modernisation project.
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| 4. |
- Alexiadou, Nafsika, 1968-, et al.
(författare)
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Transcending borders in higher education : Internationalisation policies in Sweden
- 2022
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 21:3, s. 504-519
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Tidskriftsartikel (refereegranskat)abstract
- This article examines the national and European policy contexts that shaped the Swedish internationalisation agenda in higher education since 2000, the policy ideas that were mobilised to promote it, and the national priorities that steered higher education debates. The analysis highlights how domestic and European policy priorities, as well as discourses around increasing global economic reach and building solidarity across the world, have produced an internationalisation strategy that is distinctly ‘national’. Drawing on the analysis of the most recent internationalisation strategies we argue that the particular Swedish approach to internationalisation has its ideational foundations in viewing higher education as a political instrument to promote social mobility and justice, as well as a means to develop economic competitiveness and employability capacity. In addition, internationalisation has been used to legitimise national reform goals, but also as a policy objective on its own with the ambition to position Sweden as a competitive knowledge nation in a global context.
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| 5. |
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| 6. |
- Andersson, Erik, 1979-
(författare)
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Public pedagogy and leadership in sports organisations : Futebol dá força for sustainability?
- 2022
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 21:3, s. 450-468
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Tidskriftsartikel (refereegranskat)abstract
- Sport is a key educational and leadership arena for societal change and today’s sustainability challenges. Sports organisations have the potential to provide, initiate and create processes, situations and spaces for learning, socialisation and meaning making that go beyond traditional schooling and lead community change and capacity building towards sustainable development. This article is located in the research fields of public pedagogy and the intersection of leadership and sport for development, and contributes knowledge about how sports organisations’ public pedagogical practices and leadership support community change towards sustainability. The study is confined to soccer and the non-governmental sports organisation Futebol dá força (Football gives strength). The approach of public pedagogical leadership is developed and used to analyse and reflect on the function of sports organisations’ pedagogical leadership in community change and capacity building towards sustainability.
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| 7. |
- Andreasson, Ingela, 1953, et al.
(författare)
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Transforming Insecurity into a Commodity: using the digital tools Unikum and InfoMentor as an example in Swedish education
- 2013
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Ingår i: European Educational Research Journal. - 1474-9041. ; 12:4, s. 480-491
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Tidskriftsartikel (refereegranskat)abstract
- New forms of activities now shape and govern the Swedish education system, based on governance through comparison. The focus on comparison can be regarded as soft governance and different types of (self-) evaluations and valuations are, at present, deeply embedded keystones in the decentralised education system. Recently this has, together with the transformation of the Swedish education system, led to an increase in the number of documents being written in school for quality assurance and in order to assess, follow-up and evaluate students’ learning and development. To address these challenges, different commercial actors have become part of school practices and market, e.g. digital tools for assessment. The government’s acceptance of this industry has allowed the rise of neo-liberal ideas that are required in so-called ‘knowledge economies’. The aim of this article is to report the findings from three empirical studies of how digital tools for documentation are viewed by teachers and used in practice. Our findings show that the digital tools shape both students’, as well as the professionals’, identities through their role of governing activities and processes. The usage of the tools could jeopardise teachers’ profession and there is a risk of de-professionalism
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| 8. |
- Angervall, Petra, 1970, et al.
(författare)
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The Making of Careers in Academia: Split Career Movements in Education Science
- 2014
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Ingår i: European Educational Research Journal. - 1474-9041. ; 13:6, s. 601-615
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Tidskriftsartikel (refereegranskat)abstract
- In this article the authors discuss developments in the Europeanisation of higher education policy context of Sweden, and in particular certain changes within the field of education science. Detailed career narratives from 30 interviews have been produced and analysed. These narratives illustrate how research careers in education are formed and conditioned by institutional demands, forms of career capital and the actions of researchers. In the making of careers in academia, the authors point out how some researchers get access to resources that make them competitive and influential, and that those with an already strong research career capital tend accumulate more of this. They also point out that researchers with a background in teaching seem to find it harder to develop research careers as they seem to be bound to forms of career capital that are seen as more needed in teaching. Accordingly, two career profiles have been identified: the successful and the supportive researchers, respectively.
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| 9. |
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| 10. |
- Batsleer, Janet, et al.
(författare)
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Non-formal spaces of socio-cultural accompaniment: Responding to young unaccompanied refugees – reflections from the Partispace project
- 2018
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 17:2, s. 305-322
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on research in progress in the Partispace project we make a case for the recognition of the importance of non-formal spaces in response to young refugees across three different national contexts: Frankfurt in Germany; Gothenburg in Sweden; and Manchester in the UK. It is argued that recognition of local regulation and national controls of immigration which support climates of hostility makes it important to recognise and affirm the significance of non-formal spaces and ‘small spaces close to home’ which are often developed in the ‘third space’ of civil society and arise from the impulses driven by the solidarity of volunteers. In these contexts it is important that practices of hospitality can develop which symbolically reconstitute refugees as hosts and subjects of a democratic conversation, without which there is no possible administrative solution to the refugee crisis. It is essential that educational spaces such as schools, colleges and universities forge strong bonds with such emergent spaces.
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| 11. |
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| 12. |
- Beach, Dennis, 1956
(författare)
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From teachers for change
- 2004
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Ingår i: European Educational Research Journal. - 1474-9041. ; 2:4, s. 411-423
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Tidskriftsartikel (refereegranskat)
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| 13. |
- Beach, Dennis
(författare)
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On Structure and Agency in Ethnographies of Education
- 2011
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Ingår i: European Educational Research Journal. - : Symposium Journals. - 1474-9041. ; 10:4, s. 471-482
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Tidskriftsartikel (refereegranskat)abstract
- The articles in this collection conceptualise and describe notions of human agency within educational exchanges and relationships. They are based on ethnography, which is now a common approach to educational research that has also been featured in previous special issues of the present journal. According to these special issues, ethnography is important to educational research as it takes us inside everyday educational contexts and brings us close to everyday practices and the people involved in these, in a manner that helps correct the oversimplifications of more distal approaches and that provides insider perspectives on everyday action and institutional arrangements (Beach et al, 2004). In the terms of Beach (2010a), Trondman (2008) and Willis & Trondman (2000), ethnography is in this sense about developing close-up detailed descriptions of education identities and activities through situated investigations that produce knowledge about basic educational conditions and practices and the perspectives of the participants involved in them, in order to identify and develop previously unexplored dimensions of education without over steering from purely personal ideas or pet theories. It provides valuable and detailed inside knowledge of what are often otherwise seen as closed social processes by opening up the black box of institutional educational activities and practices. Participant observation field notes and interview transcripts are usually the main data sources for analysis in educational ethnography, which is also often closely linked to particular theories (Trondman, 2008) and related methodologies (Beach et al, 2004; Jeffrey & Troman, 2004). Common amongst these theories at present are forms of discourse analysis, analytical induction, constant comparative method and processes of immanent criticism deriving from the Frankfurt school of critical theory and employed in the Birmingham (Centre for Contemporary Cultural Studies) school of critical cultural ethnography (e.g. Willis, 1977). There are thus key theoretical, practical and methodological differences within ethnography (Beach, 2010a). It is not a seamless, neutral observational practice (Hammersley & Atkinson, 1983...
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| 14. |
- Beach, Dennis, 1956-, et al.
(författare)
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Rurality and education relations : metro-centricity and local values in rural communities and rural schools
- 2019
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 18:1, s. 19-33
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Tidskriftsartikel (refereegranskat)abstract
- Based on ethnographic fieldwork in six different types of rural area and their schools in different parts of Sweden, this article identifies how rural schools relate to the local place and discusses some of the educational implications from this. Recurrent references to the local community were present in some schools and people there explicitly positioned themselves in the local rural context and valorised rurality positively in education exchanges, content and interactions, with positive effects on young people's experiences of participation and inclusion. These factors tended to occur in sparsely populated areas. An emphasis on nature and its value as materially vital in people's lives was present as was a critique of middle-class metrocentricity. Such values and critique seemed to be absent in other areas, where rurality was instead often represented along the metrocentric lines of a residual space in modernizing societies.
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| 15. |
- Beach, Dennis
(författare)
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The changing relations between education professionals, the state and citizen consumers in Europe : rethinking restructuring as capitalisation
- 2008
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Ingår i: European Educational Research Journal. - : Symposium Journals. - 1474-9041. ; 7:2, s. 195-207
-
Tidskriftsartikel (refereegranskat)abstract
- This article focuses on research about welfare state restructuring in education and its implications for the teaching profession. Several things are described and discussed. However, amongst the most important are pan-European developments in the social relations of production in education over the past 50 years with respect to the socialisation, habituation and commercialisation of education labour, and a suggested lowering of general standards of public education and increasing class differences in the amount and quality of education consumed by citizens. The idea expressed about this is that neo-liberal restructuring is leading to the creation of apparatuses through which education is objectified for economic accumulation through an outsourcing of functions that were formerly carried out within first domestic and voluntary, and then state arrangements to capitalist enterprises. This is part of a successive privatisation of education services for processes of capitalisation. It consists of an updating of the moral and legal determination of education services by the prevailing standards of market capitalism and an abdication of responsibility for the plight of negatively affected individuals, who, nevertheless, in some intriguing way still often support the system of transformation in question.
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| 16. |
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| 17. |
- Behtoui, Alireza, 1958-
(författare)
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Social capital and the educational expectations of young people
- 2017
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 16:4, s. 487-503
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to explore the determinants of the educational expectations of young people in disadvantaged urban areas in three large cities in Sweden. In addition to the conventional predictors such as parental resources (economic and cultural capital) and demographic characteristics (such as age, gender, immigration background), this study examines the impact of the different types of social capital (both within-family and extra-familial), on the educational ambitions of these young people. The results indicate that the class background of the respondents, together with the demographic characteristics of young people, are important predictors of their educational ambition. Different forms of social capital also explain a significant part of the variance in students? educational expectations.
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| 18. |
- Bengtsson, Anki, et al.
(författare)
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The complexity of professional integration : An investigation of newly arrived teachers’ initial process of establishing themselves as teachers in Sweden
- 2022
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 21:2, s. 214-229
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates the professional integration of a group of newly arrived teachers, mainly from Syria, who participated in the labour market Fast-track programme in Sweden, which aims at facilitating quicker pathways to teaching positions. Drawing on the institutional perspective, our analysis focuses on formal and informal institutional conditions that hinder or enable newly arrived teachers in their striving for legitimacy as professional teachers. Analysis of focus group interviews and observations show that despite their professional experiences there are limits to their prior professional skills and competences being recognized within the Swedish school. The main institutional challenges identified were acquiring Swedish, understanding and managing the pupil-centred curriculum and its associated communication skills and taking on the facilitator teacher role. Handling and negotiating these challenges are important for gaining recognition as professional teachers, which, it seems, influences their opportunities for employment. To afford them opportunities for professional socialization, it is important to enable them to become acquainted with, handle and negotiate institutional conditions within a new school culture. In contrast to the quick-fix view of European integration policy, our study shows that the professional integration process takes time and includes a socialization process.
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| 19. |
- Bergdahl, Lovisa, 1971-, et al.
(författare)
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Pedagogical publics : Creating sustainable educational environments in times of climate change
- 2022
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 21:3, s. 405-418
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Tidskriftsartikel (refereegranskat)abstract
- The paper offers a pedagogical response to the complexity of sustainability challenges that takes the existential and emotional dimensions of climate change seriously. To this end, the paper unfolds in two parts. The first part makes a distinction between 'public pedagogy' as an area of educational scholarship and 'pedagogical publics' as a theoretical lens for identifying certain qualities within educational environments, exploring what potential this distinction has for rethinking public pedagogy for sustainable development. Turning to Bonnie Honig (2015) and her call for creating 'holding environments' in the public sphere as a response to the democratic need of our time, the second part translates her political notion into an educational notion asking what fostering pedagogical publics as holding environments might involve. In relation to sustainability challenges, it is suggested that an environment that 'holds' people together as a pedagogical public has three main qualities: a) it makes room for new rituals for sustainable living to be developed in order to offer a sense of permanence; b) it invites narratives that can frame sustainability challenges in more positive registers; and c) it reinstates an intergenerational difference that serves to give back hopes and dreams to adults and children in troubling times.
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| 20. |
- Bergmark, Ulrika, et al.
(författare)
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Professional and academic knowledge in teachers' research : an empowering oscillation
- 2019
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 19:6, s. 587-608
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we study the academisation of the teaching profession in Sweden, which follows contemporary trends in other Nordic and European countries. The specific aim was to analyse 14 reports written by researching teachers enrolled in a master's programme to investigate how they perceive, interpret and value academic and professional knowledge. The conceptual framework comprises theories concerning academic literacies and knowledge structures. The report analysis focussed on scope, aims and research questions, and how the researching teachers related to teacher knowledge and academic knowledge, normativity and a critical approach. After a preliminary analysis, the researching teachers were invited to participate in the analysis, giving their contextual understanding. The study indicates that the reports were based on empirical data and situated in a professional context, with the aim of exploring and understanding professional issues in relation to research, national policies and professional teacher experience. Report orientation was deeply nourished by teacher knowledge. The researching teachers' contextual knowledge both benefitted and challenged academic knowledge and vice versa, with the ambition to improve practice. Accordingly, the teachers' contextual knowledge can deepen the understanding of a research phenomenon. There was an empowering oscillation between teacher knowledge and academic knowledge in the teachers' research.
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| 21. |
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| 22. |
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| 23. |
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| 24. |
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| 25. |
- Bjarnadottir, V. S., et al.
(författare)
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Pedagogic practices in a deregulated upper secondary school: Students' attempts to influence their teaching
- 2019
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 18:6, s. 724-742
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Tidskriftsartikel (refereegranskat)abstract
- This article explores strategies, targets, and responses to young people's attempts to influence pedagogic practices, and the variations between different programmes in a deregulated upper secondary school system. Using Basil Bernstein's code theory, the study draws on ethnographic data from two of the most popular academic programmes in one upper secondary school in Iceland, the natural science programme and the social science programme. Students tried to a greater extent to influence the 'how' of their everyday education rather than the 'what'. That is, neither of the student groups tried to influence the content of their lessons or courses. There was a strong framing of the selection of knowledge but variations in the framing of pacing and teaching methods, which presented students with various options as to what they tried to influence. The findings imply that mathematics within the natural science programme was a gatekeeper to students' further studies as it was strongly framed and classified, and students' attempts to slow down the pacing were unsuccessful. The students in the social science programme targeted monotonous teaching methods, without success. Some of the students responded to the failed attempts by interrupting classes and reducing lesson time for the whole group. The findings indicate that the deregulation of the upper secondary school curriculum needs to be considered, as it leads to stronger classification between schools, subjects, and programmes.
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| 26. |
- Carlhed, Carina, 1967-
(författare)
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Resistances to scientific knowledge production of comparative measurements of dropout and completion in European higher education
- 2017
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 16:4, s. 386-406
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Forskningsöversikt (refereegranskat)abstract
- The article is a critical sociological analysis of current transnational practices on creating comparable measurements of dropout and completion in higher education and the consequences for the conditions of scientific knowledge production on the topic. The analysis revolves around questions of epistemological, methodological and symbolic types and, in particular, how the social processes in the creation and use of different measures offer researchers different positions in the knowledge production. Descriptions of statistics and measurements from statistics agencies in Sweden and the UK and from the OECD, EUROSTAT and Eurydice, as well as policy texts and data collection manuals from European Union bodies, have been compared and analysed. Particular interest is directed towards examples of measures used in Sweden and the UK. The results suggest that available data on student completion offers only a very limited basis for researchdriven comparative analysis. It offers also a problematisation of the notions of researchers seen as users or producers of data and different position takings in statistical reasoning in using statistics as for example different types of evidence for policymaking.
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| 27. |
- Carlsson, Hanna, 1980-
(författare)
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Bridging the gap between policy and practice : Unpacking the commercial rhetoric of Google for Education
- 2022
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 21:4, s. 680-701
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Tidskriftsartikel (refereegranskat)abstract
- This paper unpacks the commercial rhetoric of Google for Education. Through the analysis of information published on the official Google for Education website, the paper seeks to make visible how this service promotes and reproduces certain ways of talking, thinking about and doing education. The aim is to contribute to a critical discussion of the potential implications of allowing major commercial players to take the lead in the development of digital infrastructure in education. Guiding the analysis is the notion of 'problem' understood as central for Google for Education's success story. The case of Sweden, in which Google for Education has become widely used, forms the vantage point for this discussion. The study makes visible how Google for Education, in the commercial rhetoric, is constructed as the solution to problem representations by being positioned as a much-needed bridge, in the shape of digital information infrastructure, between digital policy and educational practice. However, Google for Education is far from simply a practical solution to a set of expensive and urgent problems. To uncritically embrace Google as the information infrastructure of education is to hand over power to one actor, which closes doors to alternative paths of doing and knowing in education.
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| 28. |
- Cone, Lucas, et al.
(författare)
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Pandemic Acceleration: Covid-19 and the emergency digitalization of European education
- 2022
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 21:5
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Tidskriftsartikel (refereegranskat)abstract
- With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the Covid-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article’s five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.
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| 29. |
- Doumas, Kyriaki
(författare)
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A Short Report on the INNOCULT Project
- 2002
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 1:1, s. 141-150
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Tidskriftsartikel (refereegranskat)
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| 30. |
- Dovemark, Marianne
(författare)
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Teachers’ Collective Actions, Alliances and Resistance within Neo-liberal Ideasof Education : the example of the Individual Programme
- 2010
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Ingår i: European Educational Research Journal. - : Symposium Journals. - 1474-9041. ; 9:2, s. 232-244
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Tidskriftsartikel (refereegranskat)abstract
- The education system in Sweden has taken a strong neo-liberal turn over the past 15 years. This article uses ethnographic research from an Individual Programme (IP) in a Swedish upper secondary school to explore how alliances, collective actions and resistance can be materialised within the changed system. According to the author, the teachers in the study tried to implement consciousness-raising work in three ways: through 'encouraging critical awareness', 'encouraging students' collective actions' and 'working towards a collective'. This view of education stood in sharp contrast to a dominant ideology of education, which was characterised by self-regulation, self-governance, personal choice and other self-monitored activities.
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| 31. |
- Edström, Charlotta, 1974-
(författare)
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Preschool as an arena of gender policies : The examples of Sweden and Scotland
- 2009
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 8:4, s. 534-549
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Tidskriftsartikel (refereegranskat)abstract
- As many countries of the Organisation for Economic Co-operation and Development have developed more universal provision for early childhood education during the last decades, preschool increasingly has become a central policy arena. Gender politics, especially with an aim to promote female labour market participation, but also policies addressing children and preschool staff, constitute one vital aspect. This article analyses staff responsibilities for promoting gender equality inpreschool in Sweden and Scotland. These countries represent different welfare regimes, but also display common features, both influenced by tradition and recent transnational policies and discourses. Based on national policy documents from 1970 to the early 2000s, this study shows that gender equality has continuously been brought up in the Swedish context since the 1970s, but entered the Scottish context at a later stage. Since the late 1990s, such questions have been addressed in both countries. In both cases, teachers are constructed as role models who should promote certain gender values and provide children with opportunities. The Swedish curriculum places more emphasis on similarities between girls and boys, while the Scottish counterpart tends to emphasize difference more, paying attention to boys and the need for male role models. Scottish gender policies are influenced by the travelling discourse of ‘the boys’ underachievement crisis’, whereas Swedish gender policies in preschool demonstrate little of this.
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| 32. |
- Edvardsson Stiwne, Elinor, 1947-, et al.
(författare)
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Higher education and the employability of graduates
- 2010
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Ingår i: European Educational Research Journal. - Oxford : Symposium Journals Ltd. - 1474-9041. ; 9:1, s. 32-44
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the relationship between higher education, employability of graduates and students' satisfaction with their studies, drawing on European statistics, as well as on data collected at national and/or institutional level in Portugal and Sweden. Employability has been understood as a measure of higher education quality and one of the issues at stake within the Bologna process. Having this in mind, the authors try to answer three main questions: What was the baseline situation in the two countries concerning higher education systems, enrolment in higher education and graduate employability before 2007? Were students satisfied with their studies and professional job situation before 2007? Which trends is it possible to envisage - tendencies of enrolment, mobility, employment - after 2007? Data analysed allows these questions to be answered and provides an important comparison due to the fact that both countries started to implement the Bologna structure in 2007 and have quite different educational systems. The authors discuss if 'Bologna' makes a difference regarding graduate employability and students' satisfaction with their studies, and how the differences between the countries can be understood.
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| 33. |
- Eiríksdóttir, Elsa, et al.
(författare)
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VET teachers' interpretations of individualisation and teaching of skills and social order in two Nordic countries
- 2019
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 18:3, s. 355-375
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Tidskriftsartikel (refereegranskat)abstract
- The age at which young people leave education for the labour market has increased in recent decades, and entering upper secondary education has become the norm. As a result, the diversity of the student population has increased, for instance in terms of students’ academic merits and achievements at school. Increased diversity seems to affect vocational education and training more than tracks preparing students for higher education, because entry into vocational education and training (VET) programmes is rarely selective. In this article we analyse a series of interviews with VET teachers regarding VET practices in upper secondary schools in Sweden and Iceland. We examine how policy plays out in practice in VET by looking at how VET teachers navigate the sometimes-conflicting educational goals of employability and civic engagement, while simultaneously teaching a highly diverse group of students. In both countries, pedagogic practices are dominated by individualisation with a focus on task-related skills. Those practices are important in VET, but can exclude broader understandings of civil and workplace life, because general knowledge about areas such as ethics, democracy, equality, and environmental issues is difficult to obtain if education gives students few opportunities to interact with others, such as through group work or classroom discussions.
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| 34. |
- Eklöf, Anders, 1956-, et al.
(författare)
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Instructions, independence, and uncertainty : student framing in self-regulated project work
- 2014
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Ingår i: European Educational Research Journal (online). - 1474-9041 .- 1474-9041. ; 13:6, s. 646-660
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Tidskriftsartikel (refereegranskat)abstract
- This study presents an approach to student interaction in self-regulated project work. By combining frame analysis and socio-cultural risk theory, the authors explore the importance of students' framing activities as a basis for their understanding of tasks. The increase in self-regulated work in Swedish schools can be seen as being in line with developments in Europe towards more individualisation. The authors argue that their data provide examples of how the global discourse imposes itself on local discourses. This mode of work, as it appears in the material presented in this article, exemplifies how complex assessment ideas have penetrated the school context. The authors emphasise the concepts of uncertainty, risk and complexity in analysing the framing process, and claim that the focus on these concepts is essential in analysing self-regulated work, contributing to better understanding of self-regulated learning processes.
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| 35. |
- Eklöf, Anders, et al.
(författare)
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Instructions, independence, and uncertainty : student framing in self-regulated project work
- 2014
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Ingår i: European Educational Research Journal (online). - : SAGE Publications. - 1474-9041. ; 13:6, s. 646-660
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Tidskriftsartikel (refereegranskat)abstract
- This study presents an approach to student interaction in self-regulated project work. By combining frame analysis and socio-cultural risk theory, the authors explore the importance of students' framing activities as a basis for their understanding of tasks. The increase in self-regulated work in Swedish schools can be seen as being in line with developments in Europe towards more individualisation. The authors argue that their data provide examples of how the global discourse imposes itself on local discourses. This mode of work, as it appears in the material presented in this article, exemplifies how complex assessment ideas have penetrated the school context. The authors emphasise the concepts of uncertainty, risk and complexity in analysing the framing process, and claim that the focus on these concepts is essential in analysing self-regulated work, contributing to better understanding of self-regulated learning processes.
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| 36. |
- Englund, Hans, 1971-, et al.
(författare)
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Managing performance evaluation uncertainties in schools : When teachers become struggling performers
- 2017
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 16:6, s. 885-906
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Tidskriftsartikel (refereegranskat)abstract
- Performative technologies are increasingly relied upon as a means of controlling the work of teachers. As noted in the literature, one possible outcome of this trend is the performer, a teacher identity that presupposes the internalization of, and adaptation to, a performative logic. Based on the findings from an empirical study of a Swedish upper secondary school, we suggest that teachers who actually submit to the underlying logic of performative technologies – i.e. who intentionally strive towards a performative identity – will encounter a number of performance evaluation uncertainties, due to how performative technologies may: (a) reflect and recognize teacher performances based on qualitative judgements, (b) fail to take into account their entrepreneurial endeavours, (c) depict essentially collective effects as individual performances, and (d) reflect and recognize performances in a relativizing way. Such performance evaluation uncertainties will, in turn, provoke perceived tensions as performative teachers want to be (perceived as) performers but become uncertain as to when and why they did (not) perform well. And importantly, we find that such tensions tend to turn the ongoing reproduction of a performative identity into a cognitive struggle. Based on this, we introduce and elaborate on a particular type of performative teacher identity; the struggling performer.
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| 37. |
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| 38. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
-
Developing research structures and research capacity : the Swedish National Postgraduate School in educational work (NaPA)
- 2008
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 7:4, s. 554-562
-
Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the emergence and development of new research structures and research capacity within Swedish teacher education at the beginning of the new millennium. Since 2001, it has been possible in Sweden to undertake postgraduate and research studies within teacher education – something that was previously impossible. As a result of a national reform, a new research discipline, educational work, was established at several Swedish universities. At the same time, the National Postgraduate School in Educational Work (NaPA) was created, the responsibility for which was given to Umeå University, one of the larger Swedish teacher education providers. The aim of the article is to provide a picture of Swedish national teacher education policies in the first years of the millennium that have generated new research structures, which, in turn, have enabled a rapid and nationally distributed expansion of research within the field of Swedish teacher education. It draws on a combination of policy documents, research carried out by the two authors and reflections on their own experiences, as a former PhD student who now has a doctoral qualification in educational work and as the head of NaPA respectively.
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| 39. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Postcolonial teacher education reform in Namibia : travelling of policies and ideas
- 2016
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 15:2, s. 236-259
-
Tidskriftsartikel (refereegranskat)abstract
- Long before Namibia's independence in 1990, Sweden initiated a policy dialogue with Namibia's future political leadership. This article reviews the impact of an educational reform in Namibia in the early 1990s called the Integrated Teacher Training Programme (ITTP), which was an outcome of collaboration between the South West African People's Organisation (SWAPO), the liberation movement and teacher educators from Sweden and other Western countries. Research questions posed concerned: (1) the ITTP’s perceived impact on the participants' private and professional lives; and (2) the ITTP’s impact on the participants' views on knowledge and education in relation to democracy. A combination of individual interviews and questionnaires was administered in situ in 2009 in Namibia to 17 former ITTP students who were living in various places across Namibia. This follow-up study indicates that the ITTP was crucial for the participants' professional careers and private lives. The majority saw education as a key to democracy and social transformation, and considered themselves as important actors at local, regional and national levels in forwarding these aims. However, it is concluded that, while the learner-centred education philosophy initially had a strong impact, its application in teacher education has functioned more than anything as a rhetorical device for nation-building.
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| 40. |
- Erixon Arreman, Inger, 1954-
(författare)
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Student Perceptions of New Differentiation Policies in Swedish Post-16 Education
- 2014
-
Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 13:6, s. 616-639
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, and in most other OECD countries, post-16 education is a general requirement to succeed in adult life. By the late 2000s, after about two decades of policies for student choice and publically funded free schools, students’ results in PISA had plummeted. A recent reform for stricter demands on schools and students includes strengthened qualifications for entry into post-16 education. This article explores how students maneuver in their choice of upper secondary school study pathway including their ideas on future education and career. Methods used were questionnaires and focus group interviews with students, document analysis and statistics, and snapshots of media comments. The study shows that perceived ‘rational’ student choice is closely related to social interaction, geographic place and time. Influential also are habitus and cultural capital affecting gendered recruitment patterns. The study further indicates lack of knowledge and understanding of the reform among students. A major conclusion is that current Swedish polices may exclude many school students in upper secondary education, and also reduce their opportunities for future life chances, with notable negative implications for collective and economic development.
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| 41. |
- Erixon Arreman, Inger, 1954-
(författare)
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The process of finding a shape : stabilising new research structures in Swedish teacher education, 2000-2007
- 2008
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Ingår i: European Educational Research Journal. - : Symposium Journals Ltd. - 1474-9041. ; 7:2, s. 157-175
-
Tidskriftsartikel (refereegranskat)abstract
- This article explores the development and effects of Swedish post-war policies on the emergence of a research base for teacher education. From 2001 onwards, it is possible to undertake research and post-graduate studies within teacher education in Sweden, which prior to the 2001 reform was not possible. The article draws on a variety of frameworks to explore relationships between various parts of teacher education and also more widely in the university. These include relations of power, discourse and gender based on the theoretical perspectives of Bourdieu, Foucault, Sarfatti Larson and Connell among others. Policy documents relating to teacher education and research into national, regional and local perspectives were used to explore institutional history, structures and research development in teacher education from 1946 to the present time. For a micro-level perspective, an interview study was also carried out between 2000 and 2002 with teacher educators and senior managers who from the late 1940s were responsible for teacher education programmes, in and around Umeå, in northern Sweden. A further complementary interview study was carried out with teacher educators and union representatives between 2005 and 2007. The extended study reveals the emergence of new research areas in teacher education as a multilayered process involving a variety of actors at different levels at Umeå University and elsewhere. The aim of the article is to explore the implications of the new research structures for teacher education in Sweden and also to contribute to current cross-national discourses on the need to establish a research base for teacher education.
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| 42. |
- Erixon, Per-Olof, 1954-, et al.
(författare)
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School Subject Paradigms and Teaching Practice in the Screen Culture : Art, Music and Mother tongue (Swedish) Under Pressure
- 2012
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Ingår i: European Educational Research Journal. - : Symposium Journals. - 1474-9041. ; 11:2, s. 255-273
-
Tidskriftsartikel (refereegranskat)abstract
- There are great expectations that new digital technology will become a powerful tool for developing education activities. Like many countries in Europe and worldwide, Sweden has invested a large amount of resources in new technology and new media (hereafter called digital media), and they have become a natural and important part of school teaching. The developed use of digital media is assumed to lead to educational change and, hence, better teaching. That such expectations have not been fulfilled, however, is shown in a number of Swedish, European and international studies. One explanation of this situation may be that the incorporation of digital media differs between different school subjects. School subjects have their characteristic structures, which are of great importance for how digital media can be integrated. Digital media influence the way in which school subjects can be described from a knowledge theory perspective – i.e. what constitutes the subject’s paradigm and its teaching practice. The point of departure of this article is the school subjects of art, music and the mother tongue (Swedish), which, like other school subjects, are feeling the pressure of a digital media and screen culture to an ever increasing degree, and it queries whether and how teachers and pupils in these three school subjects conceive of and relate to the shifts that take place in the subjects when digital media are being increasingly integrated into the teaching. The study is based on interviews with pupils and teachers in the three school subjects, and the results are presented in terms of four themes that appear in the investigation – namely: (1) educational environments; (2) what teachers and pupils regard as the sacred and the profane; (3) motives for using digital media in teaching; and (4) whether and how working methods are changing with digital technology, i.e. questions concerning collective and individual aspects. In all three subjects, there are clear indications that digital media have already started to influence both the subject content and the working methods, while, at the same time, the proportion of digital media is limited and the impact is weak.
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| 43. |
- Fejes, Andreas, 1977-
(författare)
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The confessing academic and living the present otherwise : Appraisal interviews and logbooks in academia
- 2016
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 15:4, s. 395-409
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, drawing on the work of Michel Foucault, I argue that academics are enmeshed in power relations in which confession operates, both on and through academics. Drawing on Foucault’s genealogy of confession, I illustrate how academics are not only invited to reflect on performance, faults, temptations and desires in their work and private life, but as teachers they mobilise the same kind of technology in relation to students. These power relations are connected to wider changes in society, where discourses on New Public Management have become all pervasive in organising and governing public institutions. The examples of the use of appraisal interviews and logbooks as governing techniques illustrate how government currently operates through the freedom of the individual. The paper ends with a discussion on how books of life could introduce a different relation of the self to the self in academia, and thus provide opportunities to live the present otherwise.
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| 44. |
- Forest, Emmanuelle, et al.
(författare)
-
Teaching traditions in physical education in France, Switzerland and Sweden : A special focus on official curricula for gymnastics and fitness training
- 2018
-
Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 17:1, s. 71-90
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to identify and discuss similarities and differences between the curricula for physical education (PE) in secondary schools in Sweden, France and the canton of Geneva (Switzerland) in the light of PE teaching traditions (PETTs). Teaching traditions concern ideas about the goals of school disciplines and therefore about the kind of learning pupils are expected to acquire. The paper focuses more specifically on two subjects, gymnastics and fitness training, because these physical activities are liable to highlight the similarities and differences across contexts in terms of didactic transposition. A content analysis of current curriculum materials of the three countries was conducted taking the following dimensions into account: (a) the general structure of the curriculum texts; (b) the general recommendations; and (c) the learning outcomes expected from the pupils in terms of knowledge and values, with examples of contents in gymnastics and fitness training. The results show the entanglement of various PETTs in each country: PETT as Sport-Techniques primarily shapes French and Swiss-Genevan curricula, PETT as Health Education is more present in Sweden and, to a lesser extent, in Switzerland, while PETT as Physical Culture Education tends to be more visible in France.
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| 45. |
- Francia, Guadalupe, 1961-
(författare)
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Dilemmas in the Implementation of Children’s Right to Equity in Education in the Swedish Compulsory School
- 2011
-
Ingår i: European Education Research Journal. - Oxford : Symposium journals. - 1474-9041. ; 10:1, s. 102‑117-
-
Tidskriftsartikel (refereegranskat)abstract
- Dilemmas in the Implementation of Children’s Right to Equity in Education in the Swedish Compulsory SchoolGUADALUPE FRANCIA Department of Education, Uppsala University, Swedendoi:10.2304/eerj.2011.10.1.102In order to illustrate and discuss the impacts of neo-liberal educational policies on equity, this article analyses the effects of different kinds of decentralisation strategies on the implementation of children’s right to an equitable education in Sweden. It begins with a comprehensive overview of the changes implemented in the Swedish compulsory school system during the last two decades. It analyses the processes of transfer of authority and responsibility and discusses the complexity of interpreting these processes in terms of equity. This article examines the complex and contextual nature and consequences of decentralisation and centralisation strategies in order to better understand the implementation of children’s right to equity in school practice. Although this analysis is based on the Swedish experience, it can contribute to a better understanding of the impacts of neo-liberal educational policies on equity in other European contexts.
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| 46. |
- Fredriksson, Ulf
(författare)
-
Changes of education policies within the European Union in the light of globalisation.
- 2003
-
Ingår i: European Educational Research Journal. - 1474-9041. ; 2:4, s. 522-546
-
Tidskriftsartikel (refereegranskat)abstract
- Education issues have traditionally not played a central role within the European Union. This has gradually started to change in recent years. At the Lisbon European Council on 23-24 March 2000, the heads of states and governments of the European Union member countries set out a new strategic objective for the coming decade; "Becoming the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion". This implies major changes and education will be among the areas affected. Two questions can be raised in relation to this development: 1) How can a European education policy be created within the existing framework of the European Union? 2) What could be the content of such an education policy? A new method of working called the �open method of co-ordination� has been developed. A critical concept in this context is �benchmarking�. Another new approach is to initiate what is referred to as processes. How are these methods working in practice and what implications will they have for the development of educational policies? The content of a European educational policy depends to a large extent on what kind of agreements could be produced within the context of the new working methods. One example of such initiatives is the European Report on Quality of Education. Linked to this is "the concrete future objectives of education systems" which was approved by the Stockholm European Council of March 2001. Using an examination of how the European Union is trying to find new methods for co-operation in the field of education and how elements of a European education policy can be found in present initiatives, it is possible to explore some scenarios setting out how the work of the European Union and a European education policy can develop.
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| 47. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
-
Strengths and Weaknesses in the Swedish and Swiss Education Systems
- 2009
-
Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 8:1, s. 54-68
-
Tidskriftsartikel (refereegranskat)abstract
- Sweden and Switzerland are among the wealthiest countries in the world, but also two countries with different approaches to how to provide welfare. Sweden has followed a social democratic welfare model and Switzerland a liberal model. This has implications for how the education systems have been organised. The Programme for International Student Assessment (PISA) study makes it possible to compare the achievements of students in reading and mathematics. Students in Switzerland are significantly better than Swedish students in mathematics. In reading, Swedish students are significantly better than Swiss students. In both countries, girls are better readers than boys. The gender difference in reading is larger in Sweden than in Switzerland. Boys are better than girls in mathematics. The gender difference in mathematics is smaller in Sweden than in Switzerland. The difference in reading between natives and non-natives is considerably lower in Sweden than in Switzerland. Sweden is among those countries where the variance between schools is very low. In Switzerland the variation in student performance among schools is higher than the average in the Organisation for Economic Cooperation and Development. Both education systems may be regarded to be of high quality in an international perspective. The Swedish system has, with the exception of the gender gap in reading, produced a system that seems to have a higher degree of equity than the Swiss system.
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| 48. |
- Fredriksson, Ulf, 1954-, et al.
(författare)
-
Strengths and Weaknesses in the Swedish and Swiss Education Systems : a comparative analysis based on PISA data
- 2009
-
Ingår i: European Educational Research Journal. - Oxford, United Kingdom : Symposium Journals Ltd. - 1474-9041. ; 1:1, s. 54-68
-
Tidskriftsartikel (refereegranskat)abstract
- Sweden and Switzerland are among the wealthiest countries in the world, but also two countries with different approaches to how to provide welfare. Sweden has followed a social democratic welfare model and Switzerland a liberal model. This has implications for how the education systems have been organised. The Programme for International Student Assessment (PISA) study makes it possible to compare the achievements of students in reading and mathematics. Students in Switzerland are significantly better than Swedish students in mathematics. In reading, Swedish students are significantly better than Swiss students. In both countries, girls are better readers than boys. The gender difference in reading is larger in Sweden than in Switzerland. Boys are better than girls in mathematics. The gender difference in mathematics is smaller in Sweden than in Switzerland. The difference in reading between natives and non-natives is considerably lower in Sweden than in Switzerland. Sweden is among those countries where the variance between schools is very low. In Switzerland the variation in student performance among schools is higher than the average in the Organisation for Economic Cooperation and Development. Both education systems may be regarded to be of high quality in an international perspective. The Swedish system has, with the exception of the gender gap in reading, produced a system that seems to have a higher degree of equity than the Swiss system.
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| 49. |
- Fredriksson, Ulf
(författare)
-
Studying the supra-national in education: GATS, education and teacher union policies.
- 2004
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Ingår i: European Educational Research Journal. - 1474-9041. ; 3:2, s. 415-441
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Tidskriftsartikel (refereegranskat)abstract
- This papers puts GATS into a general context of privatisation. It is noted that the privatisation process is in many cases complex and not only about full-scale privatisation of schools. The growing trade in education must be seen in this context. The purpose of GATS is to liberalise trade in services which also includes education. Commitments made in GATS negotiations are difficult to withdraw and the protection of commercial interest which GATS provides is stronger than the protection of human rights, in for example, the Convention of the Right of the Child. The protection given in GATS to public services, including public education, is ambiguous at best and in many cases open to interpretation by Trade Dispute Panels. It can be assumed that such panels will deal with some educational matters in the future. An other risk for the future is that governments will use GATS as an excuse for deregulation and privatisation within the education sector. There is also a risk that education will become part of general negotiation game where governments may have to open up the education market in their own countries in order to get access to other markets and that education policies will increasingly be decided by trade ministers instead of education ministers. The international trade union movement, including EI, has been critical of GATS and has raised a number of issues. Also, there is a growing concern about GATS among national teacher unions. Many teacher unions have taken different initiatives: produced information material; established a dialogue with governments; and built broader coalitions with other trade unions, student organisations, etc.
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| 50. |
- From, Jörgen, 1966-, et al.
(författare)
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Are Timetable-free Schools Possible?
- 2003
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 2:4, s. 547-558
-
Tidskriftsartikel (refereegranskat)abstract
- This article is about timetable-free schools, the latest ‘innovation’ in Swedish educational policy, and is based on findings from an ongoing research project. In autumn 2000, the Swedish government started a 5-year trial period where a limited number of municipalities and schools were allowed to abandon the current restrictions in the national timetable for comprehensive schools. The research primarily focuses on the effects of abandoning the timetable on the inner life of the schools. Two categories of schools are followed: (two) schools with the national timetable and (four) schools without. Primary findings indicate that the use of time in school is a complex sphere of operation. In many aspects, the differences within the category schools without the national timetable are more notable than differences between the two categories of schools. How time is spent in schools is related to a wide range of interlinked factors on different levels, and the national timetable is only one of them. It seems that when the new so-called freedom increases, the instruments of individual control also increase. This may be an indication that disciplining and selection still are fundamental tasks for schools to fulfil.
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