| 1. |
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| 2. |
- Eriksson, Anita, 1955-, et al.
(författare)
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Förskolepersonals tal om ansvar i relation till den förtydligade ansvarsstrukturen i svensk förskolepolicy.
- 2019
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; :3, s. 87-112
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Tidskriftsartikel (refereegranskat)abstract
- Based on interviews, field conversations and participant observation with head teachers and preschool teachers at four preschools in four different municipalities in Sweden, this article considers how preschool staff interpret and describe their workplace responsibilities four years after the revision of these in the 2010 Education Act and the preschool curriculum and how these descriptions may reflect increasing professionalization.The results demonstratethat the national curriculum discourse of increased preschool teacher professional responsibility was reproduced in general talk about work-duties and responsibilities, but that in more specific conversation related to concrete examples and tasks this was not as clearly the case. Instead, there was a re-contextualisation of the prevailing conditions in the actual preschool contexts. There was also a distinction between the two groups of participants. The head teachers expressed high expectations for preschool teachers to be responsible leaders in the pedagogical activities carried out by the team, but the preschool teachers did not represent themselves as leaders in the same sense. Finally, this study addresses whether the way of talking about the preschool teachers’ responsibilities can contribute to or limit their professionalisation.
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| 3. |
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| 4. |
- Eriksson, Anita, 1955-, et al.
(författare)
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Kommunal förvaltning som politisk aktör: Ett perspektiv på policy och förändring inom förskollärarprofessionen.
- 2019
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 24:2, s. 5-28
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med denna artikel är att bidra med kunskap om vad som sker på kommunal nivå i spåren av en nationell policyrevidering. I artikeln beskrivs hur förvaltningstjänstemän inom kommunala utbildningsförvaltningar har tolkat och arbetat med att implementera 2010 års skollags- och läroplansrevidering med fokus på förtydligandet av förskollärarens ansvar. Mer specifikt fokuseras förvaltningstjänstemäns bedömningar av förskollärares, och i viss mån förskolechefers och annan förskolepersonals, kompetensutvecklingsbehov och vilka utbildningsinsatser som har genomförts som en följd av policyrevideringarna. Av resultatet framgår att satsningar på kompetensutveckling rörande kvalitetssäkring genom pedagogisk dokumentation och utvärdering samt ämneskunskap har prioriterats högre än insatser för att stödja förskollärare i ansvaret för att leda det pedagogiska arbetet. Avslutningsvis diskuteras och problematiseras dels vad förvaltningstjänstemäns olika tolkningar och ageranden kan komma att betyda för förskolläraren som professionell aktör med ett förtydligat kvalitativt ansvar för den pedagogiska verksamhet som arbetslaget gemensamt ska genomföra och dels vad olika tolkningar och utbildningsinsatser kan innebära i ett professionsperspektiv.
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| 5. |
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| 6. |
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| 7. |
- Eriksson, Anita, 1955-, et al.
(författare)
-
Reformimplemantering i förskolepraktik : Ett exempel på hur förskollärarens ansvar har tolkats och omsatts av förskolechefer och arbetslag
- 2018
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Ingår i: Nordisk tidskrift för allmän didaktik. - Göteborg : Göteborgs universitet. - 2002-1534. ; 4:2, s. 59-75
-
Tidskriftsartikel (refereegranskat)abstract
- This article focuses on how responsibilities and tasks have been allocated between preschool teachers and child-care workers some years after the revision of the Swedish National Education Act and the preschool curriculum in 2010, in which the preschool staffs responsibility was clarified. The revision intended to strengthen the educational quality in preschool by providing preschool teachers with an increased responsibility for the educational activities carried out by preschool teams. Our overall aim was to investigate whether the revision has led to a redistribution of responsibilities and/or tasks in the everyday preschool practice carried through by preschool teams consisting of preschool teachers and child-care workers. The investigation is grounded through observations of the daily work of four mixed teams and analyses of local documents, field conversations and interviews with the team members and their heads. Due to the results there has been some redistribution of responsibilities and tasks. For instance, all the heads have made organizational changes in order to enable preschool teachers to take greater responsibility for educational activities and their quality, which in turn resulted in a more hierarchical organization. The article discusses the complexity associated with the interpretation and implementation of an educational reform and its effects.
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| 8. |
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| 9. |
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| 10. |
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| 11. |
- Angervall, Petra, Professor, 1970-, et al.
(författare)
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Dividing academic work: gender and academic career at Swedish universities
- 2017
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Ingår i: Gender and Education. - 347-362 : Informa UK Limited. - 0954-0253 .- 1360-0516. ; 32:3, s. 347-362
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Tidskriftsartikel (refereegranskat)abstract
- Recent changes within the higher education system have affected the balance of academic labour. This article is based on interviews with 25 women lecturers in Education Faculties at Swedish Universities. It specifically addresses the shifting balance in terms of the increased separation between teaching and research in relation to gender, and the relationship between career advancement and gender this promotes. Distinctions concerning gender and academic labour and an enhancement of these power structures are identified, as well as how these affect possibilities of academic advancement. In conclusion, this study illustrates how women academics understand and navigate their academic career in relation to gendered attributes of academic work such as competitiveness, caretaking and responsibility are discussed.
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| 12. |
- Angervall, Petra, Professor, 1970-, et al.
(författare)
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Research or teaching? Contradictory demands on Swedish teacher educators and the consequences for the quality of teacher education
- 2020
-
Ingår i: Journal of Praxis in Higher Education. - Borås. ; 2:1, s. 63-84
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Tidskriftsartikel (refereegranskat)abstract
- Based on a policy analysis and interviews with assistant lecturers and lecturers (with a PhD) who are heavily involved in teacher education, the present article addresses contemporary tensions and challenges in Swedish teacher education. The point of departure is the theoretical framework of mission stretch and the third space professional in teacher education with the aim of investigating how teacher educators experience and navigate their daily work. The findings of the study illustrate the tensions teacher educators experience between research and teaching tasks, between a constant flow of tasks, large student groups, and demands of high-quality teaching. The findings also show a gap between the practical anchoring of some research in teacher education and feelings of tension between teaching practices and the value of research. In conclusion, teacher education would seem to be developing into a cluster of tasks, challenges, expectations, and skills. This indicates that teaching and research are not the only missions and cannot be taken for granted in light of how teachers struggle to define their professional knowledge and value with respect to increasingly strong competitive demands for research performance.
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| 13. |
- Angervall, Petra, 1970, et al.
(författare)
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The Exploitation of Academic Work: Women in Teaching at Swedish Universities
- 2018
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Ingår i: Higher Education Policy. - London : Palgrave Macmillan. - 0952-8733 .- 1740-3863. ; 31:1, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- This study concerns some of the implications of the increasing commodification of the higher education sector. It tries to highlight how higher education institutions have developed in the late 2000s through the reform path that was introduced to transform programmes and employees into marketable products. New forms of governance that change institutional contexts and concrete practices accompany this change. Based on interviews with a group of female academic lecturers and teachers, we look in particular at how the work structure is organized and practised at Swedish universities. The results illustrate a greater division of labour and a fragmentation of academic work that can be explained by recent developments. More specifically, it appears as if female academics in teaching-intensive departments do work that serves the interests of others (often men), foremost in areas and practices such as research.
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| 14. |
- Angervall, Petra, 1970, et al.
(författare)
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The unacknowledged value of female academic labour power for male research careers
- 2015
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Ingår i: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 34:5, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- Academic work in Sweden's higher education system is changing character. Distinctly different career pathways are emerging, as facilities for developing research careers and capital has become more restricted and more dependent on external funding.These developments are in focus in the present article. Based on ethnographic research and a series of semi-structured interviews with new academics and senior mentors in education faculties, the research suggests that several factors intercede in how careers are developed and experienced. The unacknowledged exploitation of female academic labour is perhaps amongst the more significant of these.
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| 15. |
- Bagley, Carl, et al.
(författare)
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The Marginalisation of Social Justice as a Form of Knowledge in Teacher Education in England
- 2014
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Ingår i: The ATEE Winter Conference on Social Justice and Diversity in Teacher Education, Budapest, April 15-17, 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Teaching and teacher education for social justice is a moral and political undertaking for creating rich learning and life opportunities for all children by engaging their critical thinking and making learning meaningful in their lives. The attendent ascendency of standardised performance measures in schools, increased surveilance, control of curricula and emphasis on efficiency, outcomes and skills in teacher education as per current policy in England has been pointed out as having profound effects on defining what counts as responsive teachingof this kind and as undermining the possibilities for education equity and social justice in education. A concern for social justice involves and leans looking closely and critically at 'why and how our schools are unjust for some students. It means analysisng school policies and practices-the curriculum, textbooks and materials, instructional strategies, tracking, recruitment and hiring of staff, and parent involvement strategies-that devalue the identities od some students whilse overvalueing others. Diversity and equity can only be fulfilled if and when social justice is the major lens through which we view educational systems and practices. This kind of strong consideration of schools as anti-racist and inclusive instituions has never figured strongly on the education and teacher education policies of the state in England as is totally marginalised in, by and through recent neoliberal-neoconservative shifts to marketisation and a standards agenda.
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| 16. |
- Bagley, Carl, 1958, et al.
(författare)
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The marginalisation of social justice as a form of knowledge in teacher education in England
- 2015
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 13:4, s. 424-438
-
Tidskriftsartikel (refereegranskat)abstract
- This paper utilises the analytical concepts developed in the work of Basil Bernstein to reflect on the ways in which discourses such as social justice are especially vulnerable in teacher education in England. In particular, under new-managerial regimes the forms of knowledge which are emphasised and valued focus on the instrumental and performative. As a consequence, critical and vertical forms of knowledge associated with social justice in teacher education are either absent or marginalised and reframed away from an appreciation and awareness of the structural and economic causes of inequality. Moreover, the criteria needed to effectively introduce social justice as a knowledge base in teacher education are positioned antithetically to neo-liberalism– neo-conservatism, making them arguably impossible to achieve within the current system of education in England.
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| 17. |
- Beach, Dennis, 1956
(författare)
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A problem of validity in education research
- 2003
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Ingår i: Qualitative Inquiry. - : SAGE Publications. - 1077-8004 .- 1552-7565. ; 9:6, s. 859-874
-
Tidskriftsartikel (refereegranskat)abstract
- All forms of capitalism involve economic accumulation for one small group of individuals at the expense of others in processes that are therefore completely antithetical to equity and solidarity. For a sense of fairness to be maintained under these circumstances, strange things must happen to what are termed as common life values. They must begin to operate instrumentally according to principles of the market, where monetary forms of value predominate and the cultural and economic character of everyday life is disguised. This knowledge is rarely included in interpretations of education processes and outcomes in education research within capitalist societies. The argument of the present article is in the interests of education research validity as it should be.
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| 18. |
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| 19. |
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| 20. |
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| 21. |
- Beach, Dennis, 1956, et al.
(författare)
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Arbetsmarknad, utbildningsval och möjligheter på landsbygden. Den lokala kontextens relationer till metrocentrisk skolpolitik
- 2021
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Ingår i: Utbildning och Demokrati. - : Orebro University. - 1102-6472. ; 30:3, s. 57-70
-
Tidskriftsartikel (refereegranskat)abstract
- Two tendencies in research and policy on youth and education are firstly a general focus on urban contexts and their differences, and secondly a presentation of the non-urban as uniform. Based on a research project on rural young people and their education, we draw attention to these tendencies as problematic, before then discussing some similarities and differences between young people’s lives and education in different rural contexts. The variation in education materialisation and experience is significant between places outside cities as educational and career choices do not follow the same lines everywhere but are affected by spatial features connected to labour markets (economic production factors) and population flows (culture and demography) within societies, regions, ecology and geology, nations and also globally (environmental factors).
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| 22. |
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| 23. |
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| 24. |
- Beach, Dennis, 1956, et al.
(författare)
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Authoritative knowledge in initial teacher education: studying the role of subject textbooks through two ethnographic studies of mathematics teacher education
- 2012
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Ingår i: Journal of Education for Teaching. - : Informa UK Limited. - 0260-7476 .- 1360-0540. ; 38:2, s. 115-125
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Tidskriftsartikel (refereegranskat)abstract
- Two related ethnographic research projects on mathematics teacher education in Sweden are presented in this paper. They represent a response to recent policy developments that reaffirm the value of authoritative subject studies content as the central and most important component in the professional knowledge base of would-be teachers and concomitant increases in the amount of subject studies in teacher education. These policy changes, in Sweden at least, lack scientific research support and the article argues that these policies need to be seriously rethought, as the increased emphasis on subject content may undermine the development of key professional skills.
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| 25. |
- Beach, Dennis, 1956-, et al.
(författare)
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Between inclusion as a social need and inclusion as a market value in rural schools. Tensions and contradictions
- 2019
-
Konferensbidrag (refereegranskat)abstract
- The purpose of this paper is to describe and analyse how globalization affects local interactions and the formation of experiences and meanings in education settings by modifying and changing the sense of education in a glo-local perspective, and in the present specific instance particularly in relation to aspects of education inclusion and equity in a rural educational context. Rural schools are important to investigate in these respects. For decades rural schools have been made invisible to/in educational research by a generalized urban school modelof investigation and policy making that has failed to engage with the voices and experiences of teachers, students and families about the teaching practices carried out in rural schools.The research has used a multi-sited multi-center ethnographic study on rural schools in Spain in combination with a multi-sited investigation in Sweden to create possibilities for a meta-ethnographic analys of the experiences and actions carried out in schools around the contents in teaching practices. The results show the voices of teachers, students and families in rural schools from a creative perspective through pedagogical practices that recognize the importance of the knowledge of space and familiarity with space; the value of students' lives outside of school; and teacher reflection. However, there are different interpretations in different schools related to the experiences and interactions that teachers, families and students have about the teaching and learning practices. Quite simply, different schools from different types of rural areas seem to form different types of educational subjectivation with different socialisation effects. Some rural schools present their own surroundings as valuable for residents there and for the nation as a whole. Rural nature are culture are represented as a tangible material and social assets and this is reflected in the teaching content. In other schools the valuation of place is less positive. This is particularly the case in areas that have in the past become deeply embedded and active in capitalist industrial production relations; such as the semi-urban industrial towns in Aragon and what in Sweden are sometimes refered to as Bruksorter (production towns). These spaces that have developed a tightened relationship to capitalist production have tended to hollow out local values forms; such as natural beauty, fisking, recreation; and replaced them by economic exchange value as the main value form for the area and its people. In Marxist theory this is a form classical alienation. Economic possibilities and an external relationship not an intrinsic quality determine the place value.
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| 26. |
- Beach, Dennis, 1956
(författare)
-
Book Review, Jensen, K., and Walker, S. (2007) Education, Democracy and Discourse
- 2010
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Ingår i: International Sociology. ; 25:2, s. 244-247
-
Recension (övrigt vetenskapligt/konstnärligt)abstract
- Education, Democracy and Discourse comprises 10 chapters, which describe a destructive and alienating process of marketization and commoditization of edu cational spaces and practices that undermines the professional status and culture of teachers as public sector workers and is contributing to the destruction of possibilities for educational equality and democracy. These are important issues of interest to education workers and researchers as well as research and undergraduate students in education sciences and the sociology, politics and economics of education respectively...
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| 27. |
- Beach, Dennis, 1956-
(författare)
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Bought privileges, educational segregation, status and prestige : The role and functions of elite schools and academic curricula in relation to education justice
- 2019
-
Ingår i: Revista E-Curriculum. - : Pontifical Catholic University of Sao Paulo (PUC-SP). - 1809-3876. ; 317:3, s. 804-826
-
Tidskriftsartikel (refereegranskat)abstract
- The education of the poor is usually the target of global education politics for a more socially just and equal, and effective and productive society. But according to the present article the real problems in these respects are not about the education of the poor, so much as they are those of the rich upper-class and global elites, whose inheritance of social, cultural and economic power are secured in part through the reproduction in academic education of the values of bourgeois culture and the assumed superiority of its educational code: first in schools and their curricula and then in higher education and theirs. Schools and their curricula are in focus in the article. Using ethnographic and meta-ethnographic analyses an insight into a two-way relationship between the logic of action of elite schooling and the dangerous polarizations of value that can develop through social and academic segregation are presented and a critique of elite educational differentiation, segregation and socialization is given in terms of how elite schools provide skewed access to elite knowledge and future social positions for the children of the dominant socio-cultural and economic class fractions, in ways that counteract meritocracy and educational efficiency, and that also produce alarming concepts of the value of the self and other amongst their students with significant knock on effects for future democratic polity.
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| 28. |
- Beach, Dennis, 1956, et al.
(författare)
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Changes in teacher education in Sweden in the neo-liberal education age: Toward an occupation in itself or a profession for itself?
- 2015
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Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 6:3, s. 641-258
-
Tidskriftsartikel (refereegranskat)abstract
- In the last two decades, the Swedish welfare state has been radically transformed in a neo-liberal direction, including extensive decentralisation and marketisation of the education sector with significant consequences for the work and professional identities of its teachers. Teacher education has also been directly included in this transformation. The present article addresses the changes that have been introduced. We are concerned that key elements of theoretical disciplinary professional knowledge may be lost in the transformation at serious cost to future teachers and teacher professionalism, and that research knowledge that would help in this respect is no longer being financed for production nor communicated as examined knowledge in teacher education in Sweden today.
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| 29. |
- Beach, Dennis, 1956, et al.
(författare)
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Changing higher education by converging policy-packages: education choices and student identities
- 2014
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Ingår i: European Journal of Higher Education. - 2156-8235 .- 2156-8243. ; 4:1, s. 67-79
-
Tidskriftsartikel (refereegranskat)abstract
- The past two decades of higher education research in Europe describe new managerial and neoliberal turns in governance policies that have brought shifts in the way institutions of higher education are defined and run, justify their existence and practices and recruit and educate students. The expansion of higher education is often lifted as a key feature and motivation of these changes and it is also used in arguments for the need to change further. The European Union Lisbon Agreement is often referenced when changes are discussed and motivated by change agents. It describes needs of effectiveness and new kinds of programmes and courses to deal with increased volume and widening participation. New demands are described as having been placed on teachers, students and leadership, including an expanded role for student choices of and in higher education. Based on ethnographic research key aspects of extended choice are examined in the present article.
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| 30. |
- Beach, Dennis, 1956
(författare)
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Changing higher education by reform: Consequences and resistances with respect to experiences of academic work, university research and education quality
- 2014
-
Ingår i: In K. Skordoulis and D. Hill (eds) Critical Education at the Crossroads. - Athens : Nissos Academic Publishing. - 9789609535953 ; , s. 19-68
-
Bokkapitel (refereegranskat)abstract
- As Olssen and Peters wrote in 2005, the ascendancy of neoliberalism and the associated discourses of ‘new public management’ during the 1980s and 1990s in many countries has produced a fundamental shift in the way universities and other institutions of higher education have been defined and have justified their institutional existence and practices (Deem & Brehoney, 2005). The present article has used ethnographic research methods to investigate what this can mean in one recently neo-liberalised former welfare state, Sweden. Sweden is an interesting case. As Harvey wrote (2005) neo-liberalism is resisted and taken on-board in different ways in different economies and nations and together with the other Nordic States, Sweden was previously considered to be at the forefront of education democracy and social development. This suggests some interesting possible refractions, resistances and adaptations of neo-liberalism there.
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| 31. |
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| 32. |
- Beach, Dennis, 1956
(författare)
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Changing higher education: converging policy-packages and experiences of changing academic work in Sweden
- 2013
-
Ingår i: Journal of Education Policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 28:4, s. 517-533
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Tidskriftsartikel (refereegranskat)abstract
- The past two decades of international higher education reform are often described by researchers as having produced new managerial and neoliberal policy turns that have brought about a fundamental global shift in the way institutions of higher education are defined, run and justify their institutional existence and practices. Universities in Sweden were felt able to offer some possible resistance and based on ethnographic research at three Swedish universities this idea is explored in the present article. The article suggests however that resistance has been circumscribed through a coordinated collection of policies and that as elsewhere, the proliferation of competition based on quasi-markets and the standardisation of quality assurance through new accountability systems predominates, with significant effects on universities, their interactions and agents, and the relative social positions, influence, status and relationships of these agents.
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| 33. |
- Beach, Dennis, 1956, et al.
(författare)
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Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study
- 2013
-
Ingår i: European Journal of Teacher Education. - : Routledge. - 0261-9768 .- 1469-5928. ; 36:4, s. 379-392
-
Tidskriftsartikel (refereegranskat)abstract
- Modern definitions of professions connect professional knowledge to scientific studies and higher education. In the present article we examine the changing nature of this relationship in initial teacher education in two European countries: Sweden and England. The article is based on policy analyses from recent decades of teacher education reforms. The findings suggest a policy convergence through a shared policy return that has moved teacher education back toward a teacher training paradigm.
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| 34. |
- Beach, Dennis, 1956
(författare)
-
Changing teacher education
- 2011
-
Ingår i: Keynote address at the Nordic International and Comparative Education Society Conference, Sociological Institute, Lund University, Sweden, March, 2011.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 35. |
- Beach, Dennis, 1956, et al.
(författare)
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Changing teacher education in Sweden by inauthentic and ideological policy processes
- 2014
-
Ingår i: Paper presentation at the 2014 Oxford Ethnography Conference, New College Oxford, Sept 15-18 2014.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Most modern definitions of professions connect professional actions to scientific studies and higher education. In the present article, based primarily on a meta -ethnographic analysis of a series of policy ethnographic studies, we examine this relationship in respect of teacher education in Sweden. A 60 year period of policy writing from the 1940s onwards is discussed. Two key turns are identified. The first concerns the development of a policy series for a unified profession with a common scientific cognitive base. The second, from 2007, critiques this trajectory and turns away from unification toward a horizontal and fragmented cognitive base and a dualistic teacher education structure.Through the meta-ethnographic analysis the most recent round of policy is demonstrated to have been purely ideologically motivated, highly unnecessary and significantly inauthentic.
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| 36. |
- Beach, Dennis, 1956-
(författare)
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Citizenship (and) Inequality. : Ethnographic Research on Education and the Making and Remaking of Class Power and Privilege
- 2020
-
Ingår i: The Palgrave Handbook of Citizenship and Education. - Cham : Palgrave Macmillan. - 9783319679051 ; , s. 1-14
-
Bokkapitel (refereegranskat)abstract
- This chapter is based on a meta-ethnographic investigation. Its main theme is that the processes of selection that operate in schools and education systems in Western countries, taking Sweden as an example, are claimed to be just and meritocratic but are instead fundamentally unjust and ineffective systems that reproduce rather than challenge existing structural inequalities. Socio-economic restrictions and the reproduction of upper-class cultural capital and ideology as official school knowledge play key roles, but it is also concluded that education and social equality, justice, and fair citizenship possibilities for all in capitalist societies have never stretched further than wringing out minor concessions from class society whilst leaving the reproduction and absolution of the class system and inequalities based on class and distinctions of race, ethnicity, gender, sexuality, and physical and mental differences intact.
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| 37. |
- Beach, Dennis, 1956-, et al.
(författare)
-
Closing discussion
- 2019
-
Ingår i: <em>Young People’s Life and Schooling in Rural Areas</em>. - London : Tufnell Press. - 1872767745
-
Bokkapitel (refereegranskat)abstract
- The purpose of the project this book is based upon was to develop a deeper understanding of rural youth and their participation and agency in school and wider society. As noted in Chapter 1 and discussed in detail in Chapter 7, a major motivation for this was to address metrocentricity in previous research and thus broaden theoretical understanding of spatial justice and relations in education. As also noted in Chapter 1, the Swedish education system seems to be ostensibly open and inclusive, providing well-attended institutional education or day-care, regardless of children’s social class, gender or racial or ethnic heritage or any possible disabilities (Beach & Dyson, 2016). The OECD (2005) suggests this is internationally remarkable (also Beach, 2018). However, perhaps equally remarkably, the investments have not significantly reduced levels of gender, racial and ethnic disparities in social and material distributions of power in society at large (Swedish Ministry for Social Affairs and Health, 2010; OECD, 2005). Moreover, as various authors have pointed out (e.g., Åberg-Bengtsson, 2009; Beach, From, Johansson & Öhrn, 2018; Fjellman, Yang Hansen & Beach, 2018), rural-urban disparities seem to have both diversified and expanded in recent decades.Collectively the chapters in this book provide insights into several neglected aspects of education in rural spaces. First, they show that relevant conditions in rural areas are much less homogenous than often implied in metrocentric research. However, despite the variations there are consistent patterns of continued social and educational inequities between rural and urban areas. Previous research has shown that cities have grown and developed, whilst almost half of the country’s rural municipalities have smaller populations today than three decades ago (Fjellman, Yang Hansen & Beach, 2018). Moreover, partly due to changes driven by the increasing marketisation of education, schools are closing in rural areas and pupils have to travel more often, for longer times and distances (at greater costs with less state subsidy) to obtain their education than before (Fjellman et al, 2018). Thus, in terms of access to educational resources, there is discrimination against pupils from rural areas. The analyses described in the previous chapters detected two main responses by pupils and teachers in the rural areas to their inferior position in relation to peers in urban settings. Some seemed to accept it, and tried to mitigate its adverse consequences, while others criticised the metrocentricity, current denial of their rural material and social hardships, and neglect of their assets....
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| 38. |
- Beach, Dennis, 1956, et al.
(författare)
-
Closing discussion
- 2019
-
Ingår i: Young people's life and schooling in rural areas. I E Öhrn & D Beach (Eds).. - London : Tufnell Press. - 9781872767741 ; , s. 139-153
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 39. |
- Beach, Dennis, 1956, et al.
(författare)
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Community and the education market: A cross-national comparative analysis of ethnographies of education inclusion and involvement in rural schools in Spain and Sweden
- 2020
-
Ingår i: Journal of Rural Studies. - : Elsevier BV. - 0743-0167 .- 1873-1392. ; 77, s. 199-207
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Tidskriftsartikel (refereegranskat)abstract
- The present article uses 25 ethnographic publications as data for a cross-national meta-ethnographic analysis of school development in rural communities. The publications come from research in four research projects in two countries in the past decade that were ethnographically exploring different challenges in schools in rural areas in relation to changes in State regulation from bureaucratic and professional control to market governance. Different schools in different types of rural area with different types of pedagogical and leadership challenges have been identified. Two different types of school; communitas schools and magnet schools; have emerged from the investigation as two common, different and analytically important ways of responding to market pressures. Parental co-operation and community involvement characterizes the former whilst finding ways to competitively expand and exploit resources to refine and expand recruitment characterize the other. They are both contextual developments from market governance but the latter is also recognized as a default position for school development in market conditions. Both are described as adding value for or to rural communities but in very different ways. These different ways are presented and discussed in the article and based on this discussion, the development of markets in education is described as potentially very problematic in some rural areas. Schools with greater access to resources are benefitted at the expense of other schools in ways that undermine fundamentally important rural community values.
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| 40. |
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| 41. |
- Beach, Dennis, 1956, et al.
(författare)
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Complexities and Contradictions of Educational Inclusion. A Meta-Ethnographic Analysis.
- 2013
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Ingår i: Nordic Studies in Education. - 1891-5914 .- 1891-5949. ; 33:4, s. 254-268
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Tidskriftsartikel (refereegranskat)abstract
- Recent socio-economic changes, developments in school policy, and increased migration have added new dimensions to debates about educational inequalities. They concern one of the major challenges facing Sweden today, which is to offer all its students an equal education. What we know so far is that growing up in a disadvantaged neighbourhood with high rates of poverty, joblessness, and single parenthood are often used to explain lower levels of schooling, but that their mechanisms and interactions are not well understood. This is the focus of the present article. In it we use meta-ethnography to explore expressions about the education experiences of youths from suburban areas with high levels of unemployment and migration and educational performances lower than the national average to try to cast further light on these problems. We suggest that the common arguments used to account for the problem of school performance are strongly correlated with proficiency in the language of instruction and socio economic conditions, but that these factors cannot account for the full extent of the problem. What it means to live within specific multicultural urban contexts is important as is the segregation and media representation of these areas and those who live in them.
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| 42. |
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| 43. |
- Beach, Dennis, 1956, et al.
(författare)
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Critical Ethnographies of Education and for Social and Educational Transformation: A Meta-Ethnography
- 2021
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Ingår i: Qualitative Inquiry. - : SAGE Publications. - 1077-8004 .- 1552-7565. ; 27:6, s. 677-688
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Tidskriftsartikel (refereegranskat)abstract
- In a 2016 special issue on the relationships between ethnography of education and social, economic, and material precarity, Geoff Bright and John Smyth were critical of ethnographic researchers, for concentrating on discourses and discourse production only, rather than on material conditions to develop activism and processes of transformation against oppression. Instead of only identifying and critiquing precarity, and deconstructing taken-for-granted ideas to give voice to ingrained forms of oppression and marginalization, critical ethnography they wrote, should really be about changing, not only describing and analyzing, oppressive conditions. In the present article, we attempt to identify and explore cases where researchers have overcome the reluctance toward activism and transformation. Using empirical examples we will try to illustrate what characterized these efforts and what seemed to support their success.
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| 44. |
- Beach, Dennis, 1956
(författare)
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Den nyliberala utbildningsförändringen, dess drag och konsekvenser
- 2012
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Ingår i: Forskning om utbildning och lärande. ; 8:1, s. 60-66
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Det har skett en massiv omvandling av lärarnas, andra pedagogers och andra tjänsteutövares socialt användbara arbete i europa under de senaste årtiondena. Det har skapats en objektiverad form av arbetskraft för mervärdesproduktion inom privatägda företag, med ibland allvarliga konsekvenser för dessa männi skors arbetsförhållanden, samt för utbildningens kvalitet och elevernas hälsa och lärande.
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| 45. |
- Beach, Dennis, 1956-
(författare)
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Developments toward a Marxist Critical Ethnography.
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In its most characteristic form ethnography is usually described as participant observation that involves objectively; and without any political interests in changing the course of history by either affecting the unfolding of events or influencing peoples understanding and self-understanding; participating in people’s lives, watching what happens, listening to what is said, asking questions and then writing about that which you believe to be most interesting for another specified group. From a critical ethnographic perspective, in today’s presentation I will challenge some of these ideas….In the presentation I will support the commitment toward participation, interaction and learning from informants in their everyday lives as important. Participant observation and involvement is important as it allows research(ers) to get up close to sites of practice and interaction in order to generate a first-hand experience based account of what is involved in and is understood to shape day to day activities, experiences and understandings. It allows learning from communities of practice on a daily basis in other words, as class cultures with unique, self-valorizing, and expressive (symbolic) properties and it allows exploration of how meaning and action can be understood in association with self-reflection within wider historical structural forces and in terms of their local concrete lived and spoken characteristics. However, whilst admitting to the value of participant observation in ethnography, I want to point out at the same time that the history of ethnography as socio-cultural participant observation is not a wholly innocent one and that ethnographic research also shows a multiplicity of forms of praxis, some of which take serious issue with ideas such as researcher impartiality and neutrality, by making a claim instead for a commitment toward engagement, empathy, critique and feedback in the interests of social and educational transformation.
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| 46. |
- Beach, Dennis, 1956-
(författare)
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Die auswirkungen individualisierender tendensen im swedischen bildungssystem : Eine meta-etnographie
- 2018
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Ingår i: Zeitschrift für Pädagogik. - 0044-3247. ; 64:2, s. 198-214
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Tidskriftsartikel (refereegranskat)abstract
- Der Beitrag basiert auf einer Meta-Analyse ethnographischer Studien zu den Auswirkungen von auf Individualisierung ausgerichteten Programmatiken und Politiken auf schwedische Schulen und Hochschulen und fokussiert die Themen Inklusion und Milieu/Klasse im schwedischen Bildungssystem. Nach einer Einführung in die Veränderungen im schwedischen Bildungssystem werden der methodische Zugang und die Ergebnisse der Studie vorgestellt. Insbesondere werden Spannungen zwischen dem Inklusionsanspruch einerseits sowie Individualisierungs- und Privatisierungstendenzen andererseits identifiziert. Vor dem Hintergrund einer fortgesetzten Reproduktion von Ungleichheitsverhältnissen im Zuge von Individualisierungsprozessen wird besondere Aufmerksamkeit auf diesen Aspekt gelegt.
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| 47. |
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| 48. |
- Beach, Dennis, 1956, et al.
(författare)
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Die auswirkungen individualisierender tendensen im swedischen bildungssystem: Eine meta-etnographie
- 2018
-
Ingår i: Zeitschrift für Pädagogik. ; 64:2, s. 198-214
-
Tidskriftsartikel (refereegranskat)abstract
- Der Beitrag basiert auf einer Meta-Analyse ethnographischer Studien zu den Auswirkungen von auf Individualisierung ausgerichteten Programmatiken und Politiken auf schwedische Schulen und Hochschulen und fokussiert die Themen Inklusion und Milieu/Klasse im schwedischen Bildungssystem. Nach einer Einführung in die Veränderungen im schwedischen Bildungssystem werden der methodische Zugang und die Ergebnisse der Studie vorgestellt. Insbesondere werden Spannungen zwischen dem Inklusionsanspruch einerseits sowie Individualisierungs- und Privatisierungstendenzen andererseits identifiziert. Vor dem Hintergrund einer fortgesetzten Reproduktion von Ungleichheitsverhältnissen im Zuge von Individualisierungsprozessen wird besondere Aufmerksamkeit auf diesen Aspekt gelegt. Based on a meta-analysis of ethnographic research about the impacts of individualisation policies in Swedish schools and higher education, this paper examines issues of inclusion and social class in the Swedish education system. After an introduction into changes in the Swedish education system and the method of meta-ethnography, we will characterise the meta-ethnographical analysis undertaken and present a discussion of its results. Tensions between claims of educational inclusion and tendencies of individualisation and privatisation are identified. Specific attention is drawn to issues of social class due to a further un-evening in the education system as a result of individualisation.
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| 49. |
- Beach, Dennis, 1956
(författare)
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Education and Justice: An analysis from the Nordic countries
- 2015
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Ingår i: The 5th International Conference on Critical Education, Wroclaw, Poland, June 15-18, 2015..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The Nordic countries of Norway, Sweden, Finland and Denmark are identified by the OECD as amongst the five most egalitarian countries in the world in terms of their levels of education equity and social justice. Their Education Acts all point out that education at both primary and secondary levels should promote the maximum development of all children across all forms of diversity, by compensating for any potentially negative variations in their learning possibilities. More or less word for word they each state that all children and youth should have equal access to education regardless of gender, ethnicity, place of residence, physical or intellectual differences, or social and economic factors, and that special support should be given to pupils who have difficulties in completing their education successfully for any of these reasons. This is expressed as important moreover, not simply because inequity is unfair in itself, but also because a ‘good education for all’ is seen as the way of creating a more just society. This presentation is directed at these issues. It is based on the outcomes of ethnographic and/or meta-ethnographic research that has to some degree described various ways in which the Nordic models of education have become educational structures that on paper promise to provide equal educational opportunities for all, regardless of their diversities, but in practice have actually failed to do so. The paper is very much one that is still in process and under development. The first part of the paper looks a little at a study done by Anna-Carin Jonsson and I, recently published in Journal of Social Psychology of Education. The second part is based on a recent metaethnographic analysis concerning one of the most disadvantaged groups at present in education in the Nordic countries, young male sons of refugees and other migrant groups who are living in the more impoverished outer-city suburbs around major cities in the Nordic countries. The data in both parts concerns investigations that have concentrated on Sweden in particular. The analysis and results show that the suggestion is that the Nordic systems are in fact far from just in terms of key aspects of justice and equity in frameworks of justice such as that expressed by Iris Young.
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| 50. |
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