| 1. |
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| 2. |
- Alexiadou, Nafsika, et al.
(författare)
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Managing inclusion in competitive school systems : The cases of Sweden and England
- 2016
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Ingår i: Research in Comparative and International Education. - London : Sage Publications. - 1745-4999. ; 11:1, s. 13-33
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Tidskriftsartikel (refereegranskat)abstract
- The last 40 years have seen great political attention paid to issues of inclusion in education, both from international organisations and also individual nations. This flexible concept has been adopted enthusiastically in education reforms concerned with increased standardisation of teaching and learning, decentralisation of education management, reduced teacher autonomy and marketisation of school systems. This paper draws from a research project that explores inclusion as part of the education transformations in England and Sweden. These two countries have been very different in their state governance and welfare regimes, but have been following similar directions of reform in their education systems. The paper evaluates the changing policy assumptions and values in relation to inclusion in the schooling changes of the last few decades, through an analysis of policy contexts and processes, and a presentation of selected empirical material from research in the two countries. We argue that, despite the similar dominant discourses of competition and marketisation, the two education systems draw on significantly different paradigms of operationalising inclusion, with distinct outcomes regarding equality.
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| 3. |
- 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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| 4. |
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| 5. |
- Asplund Carlsson, Maj, 1948-, et al.
(författare)
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Bedömnings-, dokumentationspraktiker och pedagogiska identiteter
- 2015
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; 2015:2, s. 206-233
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Tidskriftsartikel (refereegranskat)abstract
- When competition and an increasing level of marketisation characterises school life, the number of evaluations and the level of control has grown out of proportion. Through comparisons, assessments and ranking systems, also called ‘the terrors of performativity’ according to Ball (2003) commercial agents have gained influence over practices of assessment and documentation within the education system. Increased demands on pupils’ and parents’ participation and a belief that written documentation will lead to better results has caused an extensive use of different web based tools like Unikum. With the point of departure in a collected material of more than a hundred Individual Educations Plans (IEP) where commercial web based tools have been used, we make an analysis with Basil Bernstein’s (1996, 2000) concepts Pedagogic Identity, and Instructional and Regulative discourse in relation to expectations and constructions manifest in the plans. The results show that all four identities are expressed in the plans however, with an emphasis on a neo-liberal identity. We discuss the results in relation to the instructional and regulative discourses. The conclusion is that the tools both shape and determine possible identities and possible discourses in the web based interaction between children, parents and teachers.
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| 6. |
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| 7. |
- 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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| 8. |
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| 9. |
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| 10. |
- Beach, Dennis, 1956-, et al.
(författare)
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Equity and choice for newly arrived migrants
- 2019
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Ingår i: Neoliberalism and Market Forces in Education. - London : Routledge. - 9781138600881
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Bokkapitel (refereegranskat)abstract
- Neoliberalism and Market Forces in Education provides a wide perspective on the dramatic transformation of education policy in Sweden that has taken place during the last 30 years, with a specific focus on marketization. The marketization of education in Sweden is set in the wider international context of changes in education systems. Markets have shown themselves to be very poor arbiters of justice and equity in education. This chapter shows one example.
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| 11. |
- Beach, Dennis, 1956, et al.
(författare)
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Equity and choice for newly arrived migrants
- 2019
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Ingår i: Neoliberalism and Market Forces in Education. Lessons from Sweden.. - London, New York : Routledge. - 9781138600881
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Bokkapitel (refereegranskat)
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| 12. |
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| 13. |
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| 14. |
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| 15. |
- Beach, Dennis, et al.
(författare)
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Making Right Choices : an Ethnographic Investigation of Creativity and Performativity in Four Swedish Schools
- 2009
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Ingår i: Oxford Review of Education. - : Routledge. - 0305-4985 .- 1465-3915. ; 35:6, s. 689-704
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Tidskriftsartikel (refereegranskat)abstract
- This article uses ethnographic research from two Year 8 classes in two middle-sized secondary schools about a kilometre apart in a Swedish west-coast town to examine how new policies for personalised learning have developed in practice, in the performative cultures of modern schools in a commodity society. One school stands in a predominantly middle-class area of privately owned 'low-rise' houses. The other is in an area of 'high-rise' rented accommodation, where the first language of many homes is not Swedish. The differences are important. According to the article, personalised learning mobilises material and social resources in these schools that support new forms of individualistic, selfish and private accumulations of education goods from public provision and a valorisation of self-interest and private value as the common basis for educational culture. The article describes this cultural production in school and links it to processes of cultural and social reproduction.
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| 16. |
- Beach, Dennis, 1956, et al.
(författare)
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Myten om en skola för alla
- 2020
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Ingår i: Perspektiv på skolans problem. Vad säger forskningen? A. Fejes & M. Dahlstedt (red.). - Lund : Studentlitteratur. - 9789144133898 ; , s. 205-218
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 17. |
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| 18. |
- Beach, Dennis, 1956, et al.
(författare)
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Power, education, democracy and structural social relations
- 2013
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Ingår i: Differentieringens janusansikte. En antologi från Institutionen för pedagogik och specialpedagogik vid Göteborgs universitet. Inga Wernersson & Ingemar Gerrbo (red). - Göteborg : University of Gothenburg. - 0436-1121. - 9789173467735 ; , s. 189-221
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 19. |
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| 20. |
- Beach, Dennis, et al.
(författare)
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Twelve years of upper-secondary education in Sweden : the beginnings of a neo-liberal policy hegemony?
- 2011
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Ingår i: Educational review (Birmingham). - : Routledge. - 0013-1911 .- 1465-3397. ; 63:3, s. 313-327
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Tidskriftsartikel (refereegranskat)abstract
- In this article we discuss data produced about learning practices and learner identities during the past 12 years of upper-secondary school development in Sweden based on ethnographic fieldwork that has examined these issues with respect to two sets of pupils from these schools: one successful, one unsuccessful. Two things are considered in particular. One is how these pupils and their school activities are described and positioned by teachers. Another is how pupils describe their own activities and position themselves. Some policy changes have been noted across the researched period. Questions relating to participation are considered in relation to them and there is also an attempt to make a connection to a possible social-class relationship. Our main concern however, is for how recent policy changes have been enacted in schools and classrooms and what effects this enactment seems to have had on learner subjectivity and learner identities.
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| 21. |
- Dahlstedt, Magnus, et al.
(författare)
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Systemet med fritt skolval måste bytas ut
- 2018
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Ingår i: Svenska Dagbladet.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Ökad segregation och deprofessionalisering av läraryrket är några av effekterna av det fria skolvalet. Nu krävs en grundlig utredning med siktet inställt på att hitta alternativ till nuvarande marknadssystem, skriver ett flertal forskare.
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| 22. |
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| 23. |
- Dovemark, Marianne, 1952, et al.
(författare)
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Academic work on a back-burner: Habituating students in the upper-secondary school towards marginality and a life in the precariat.
- 2015
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Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 19:6, s. 583-594
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Tidskriftsartikel (refereegranskat)abstract
- This article takes its point of departure in ethnographic data from what in Sweden is called the Individual Programme (IP). This programme was for upper-secondary school pupils who were not eligible for one of the country’s academic or vocational programme. Its main formally expressed goal was to enable students to become eligible for these programmes. Our data show that this aim risks going unfulfilled as attending the kind of programme represented by the IP increases the likelihood of marginalisation and a precarious existence. The policy of freedom of choice was a problem. This policy allowed the students to opt out of academic work and staff to encourage students to opt for easy study options and activities that took them away from academic routes.
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| 24. |
- Dovemark, Marianne
(författare)
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Ansvar : hur lätt är det? : om ansvar, flexibilitet och valfrihet i en föränderlig skola
- 2007
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Läroplanen Lpo 94 frossar i begreppet ansvar, men vad står det för? Den här boken handlar om hur elever, lärare och skolledare möter och handskas med den ansvarsförskjutning som senare års decentralisering och utbildningsreformer medfört. Kraven förutsätter att elever kan och vill ta ansvar, vara flexibla och initiativrika. I klassrummet innebär ansvarsförskjutningen ofta att elever ställs inför en mängd val som kan medföra konsekvenser som lärare kanske inte förväntat sig. När de organiserar verksamheter som erbjuder elever personliga val skapas en oreflekterad social reproduktion och selektion grundat på elevens kulturella och sociala kapital. Boken vänder sig till blivande lärare och lämpar sig väl inom lärarutbildningarnas allmänna utbildningsområde. Dessutom passar den som kursbok inom skolledareutbildning och för kompetensutveckling av verksamma lärare samt andra yrkesgrupper med intresse för relationen mellan undervisningens organisation och elevers lärande. (Beskrivning från förlaget)
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| 25. |
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| 26. |
- Dovemark, Marianne, et al.
(författare)
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Can this be called democracy?
- 2011
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Ingår i: Young people's influence and democratic education: Ethnographic studies in upper-secondary schools. - : Tufnell Press. - 9781872767185 ; , s. 112-138, s. 112-138
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Bokkapitel (refereegranskat)
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| 27. |
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| 28. |
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| 29. |
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| 30. |
- Dovemark, Marianne, 1952, et al.
(författare)
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Creativity learning in schools: A meta-ethnographic analysis.
- 2014
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Ingår i: Knowledge Cultures, Addleton Academic Publishers. - 2327-5731. ; 2:3, s. 98-117
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Tidskriftsartikel (refereegranskat)abstract
- Creativity began to be systematically investigated at the end of the nineteenth century. Fasko in the Creativity Journal in 2001 pointed to ten conditions that seem to contribute to and or support creativity in education and that can help create a climate of mutual respect and acceptance between students and between students and teachers, so that students can share, develop, and learn together and from one another as well as independently. The following were amongst them: recognising that creativity rarely occurs immediately and spontaneously; allowing time for students to think about and develop their creative ideas; and allowing students to have choices and be a part of the decision-making process so they may feel more in control of their education and learning experiences. These are among the issues the authors will consider in the present article. The writing is based on the authors’ previous ethnographic research and a meta-ethnographic analysis of these and other ethnographic investigations. Similar to Sawyer in his work Explaining Creativity (2006), the authors argue that the social and cultural contexts in which creativity and education occur are important for what creativity can become in education. Sawyer took a socio-cultural focus in his work. The authors in this article take more of a historical materialist and neo-Marxist approach.
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| 31. |
- Dovemark, Marianne, 1952, et al.
(författare)
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Critical and Comparative Case Study Approach
- 2023
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Ingår i: Konferensbidrag.
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Konferensbidrag (refereegranskat)abstract
- In this proposal the methodological challenge concerns the critical case study approach as a comparative tool. How can comparison be meaningfully done, when the studies that are to be compared are loosely structured and not easily comparable? According to Barlett and Vavrus (2017) there is a necessity to a conceptual shift in the social sciences, specifically in relation to culture, context, space, place and comparison. They pose the questions; What is a case? and, what is a case study? where they, among other things, direct strong criticism to the idea of how to delimit the object of study, the case as a bounded system. Barlett and Vavrus critically review literature on case studies and argue for an approach called the Comparative Case Study approach (CCS). The CCS attends ‘simultaneously to macro, meso, and micro dimensions of case-based research. The approach engages two logics of comparison: first, the more common compare and contrast logic; and second, a “tracing across” sites or scales’ (p. 2) as individuals, groups, sites or states. They argue that comparative case studies need to consider two different logics of comparison. The first may identify specific units of analysis and compare and contrast them. The second, processual logic seeks to trace across individuals, groups, sites, and time periods. With reference to Barlett and Vavrus we contend that boundaries are not found; they are made by social actors, including by researchers.
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| 32. |
- Dovemark, Marianne, 1952
(författare)
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Data analysis in Critical Ethnography- questions to pose?
- 2021
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Ingår i: ECER, konferensbidrag.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Critical ethnography asks what could be rather than describes what is (Thomas 1993, 4). It assumes that cultures are positioned unequally in power relations. Central to the approach is an emphasis on an active and creative citizen and a dialectical relationship between human social practices, human consciousness and social structures (Beach, 2010). Observational practice is never neutral (Walford, 2008). A researcher’s interest reveals itself through the appropriation of theories for guiding the identification of which questions to pose and how to produce, interpret and analyze data in relation to posed questions (Larsson, 2006). What assumptions do influence data producing and analysis and what consequences do the representations we make for those people studied? How people are represented is how they are treated according to Hall (1997). As ethnographers we have an ethical responsibility to address processes of unfairness and injustice. According to Madison (2005, p. 4) ethnographers taking this seriously have to be engage in different questions where the most important are: 1. How do we reflect upon and evaluate our own purpose, intentions, and frames of analysis as researchers? 2. How do we predict consequences or evaluate our own potential to do harm? 3. How do we create and maintain a dialogue of collaboration in our research projects between ourselves and others? 4. How is the specificity of the local story relevant to the broader meanings and operations of the human condition? 5. How-in what location or through what intervention-will our work make the greatest contribution to equity, freedom, and justice? The aim of the paper is to discuss what ethical responsibility we as critical ethnographers have. Central questions to pose are how to bring taken-for-granted assumptions into light. To take this seriously a theoretically informed methodology for ethnography should be a prerequisite for a living dialectic between produced data and theory.
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| 33. |
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| 34. |
- Dovemark, Marianne, 1952, et al.
(författare)
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Deregulation, Privatisation and Marketisation of Nordic Comprehensive Education: Social Changes Reflected in Schooling
- 2018
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Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 9:1, s. 122-141
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Tidskriftsartikel (refereegranskat)abstract
- The Nordic countries are often perceived as a coherent group representing the Nordic model of welfare states, with a strong emphasis on the public provision of universal welfare and a strong concern with social equality. But today we see a change in the Nordic model as part of a global knowledge economy. The aim of this article is to examine education in the five Nordic countries utilising three dimensions of political change: deregulation, marketisation and privatisation. We also analyse the parallel changes in relation to segregation and differentiation in education. The analysis shows that the themes related to deregulation seem to show fairly similar patterns and structures in all contexts. The emerging differences were discovered mainly in the themes of marketisation and privatisation. Institutional segregation emerges in all Nordic countries to different extents along the lines of these three processes, and we observe a simultaneous social segregation and differentiation with an ambiguous connection to them. Based on these findings, the question of what is left of the “Nordic model” could be raised.
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| 35. |
- Dovemark, Marianne, 1952
(författare)
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Doing Ethnography in public areas.
- 2017
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Ingår i: Symposium on ethics and research in educational ethnography, presented at ECER conference, Copenhagen 21-25 August..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 36. |
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| 37. |
- Dovemark, Marianne
(författare)
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En skola : skilda världar
- 2008
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Sammanfattningsvis kan konstateras att skolorna hade väsenskilda förutsättningar för eleverna att klara av skolarbetet. Granskolans föräldrastöd stod i bjärt kontrast mot Tallskolans avsaknad av föräldrastöd. Eleverna på Tallskolan intog en betydligt mer avstressad attityd till skolans arbete än vad Granskolans elever gjorde. På den kulturella nivån uppvisades slående skillnader gällande hur personal, elever och föräldrar talade om och handlade gällande bedömning och betyg. Då eleverna förväntades registrera, avkoda och välja lämplig betygsnivå att ”satsa mot” fick elevens sociala och kulturella kapital en avgörande betydelse för hur utfallet av detta val blev. Även andra skillnader mellan skolorna kunde konstateras. En var hur betygskriterier skrevs fram och hur krav ställdes på eleverna. Då Granskolans lärare ställde förväntningarna högt på skolans elever med betygskriterier inriktade på kognitiva färdighetsmål som jämförande, analyserande och värderande hamnade Tallskolans betygskriterier snarare på en ”görandenivå”. Betyg och bedömning var ett ämne som både lärare och elever på Granskolan frekvent uppehöll sig vid i samtal och diskussioner både under lektionstid och under raster. Skillnaden var slående hur lite detta ämne fokuserades i det offentliga samtalet på Tallskolan, samtidigt som elevers oro och besvikelse framkom minst lika starkt där, som på Granskolan när t.ex. betygsatta prov återlämnades. En annan slående skillnad var hur Granskolans lärare använde betyg och kriterier för att motivera skolans elever för kommande högre studier medan det på Tallskolan, som en lärare uttryckte det, inte fanns elever som var ”aspiranter på högre betyg” och i konsekvens med det inte heller på högre utbildning. Kravet på betyg och bedömning påverkade både lärares och elevers praktik både i termer av vad verksamheten skulle innehålla, men också i termer av deras relation till eleverna. Betyg relaterades i den diskursiva praktiken framför allt till motivation och formativa aspekter på lärande och ansvarstagande, medan den socia105 la praktiken visade betygens klara relation till ordning, disciplin, kontroll, selektion och sortering.
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| 38. |
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| 39. |
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| 40. |
- Dovemark, Marianne, 1952
(författare)
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Ethical reflections on critical ethnography
- 2019
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Ingår i: Ethical reflections on critical ethnography. Hugh Busher, Alison Fox (red.). - London : Routledge. - 9780429507489 ; , s. 95-109
-
Bokkapitel (refereegranskat)abstract
- This chapter examines the contextual nature of fieldwork in relation to critical ethnography. The paper started out with my need to try to understand my reflexive and ethical positioning within my research as well as my professionalism. Studying the marketisation of the Swedish school system has been an interesting, important and actually also a frustrating business. The question on how freedom of choice can be understood in relation to equal opportunities, safety, quality and the possibility for all children to get a good education has been the focus of my research. Many of my research findings have provoked representatives from the private free school sector and have been accused to be dishonest and of having their own agenda. In this chapter, with the help of Gewirtz and Cribbs (2006, 2008), I open up a critical discussion about the contextual nature of fieldwork and what affects our choices in relation to ontological ideology and moral philosophy.
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| 41. |
- Dovemark, Marianne
(författare)
-
Etnografi
- 2007
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Ingår i: Lära till lärare. - : Liber. - 9789147084210
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 42. |
- Dovemark, Marianne
(författare)
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Everyday racism within Swedish classrooms
- 2010
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Ingår i: Paper presented at Oxford Ethnography and Education Conference, Oxford, September 2-3, 2010.
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Konferensbidrag (refereegranskat)
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| 43. |
- Dovemark, Marianne, 1952
(författare)
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Freedom of Choice as Repressive Tolerance
- 2012
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Ingår i: Paper presented at Oxford Ethnography and Education Conference, Oxford, September 10-12, 2012.
-
Konferensbidrag (refereegranskat)abstract
- During the last two decades the Swedish school-system has gone through revolutionary changes in response to economic, social and cultural pressures. Restructuring and decentralisation have changed the organisation and form of schooling. Things have become less collectivistic with more individualised and privatized instruction with a strong focus on freedom of choice, personalised learning and personal responsibility A new discourse has emerged about the value of public choice. But even though the organisational forms look different the preservation concerning the education system’s correspondence to the capitalist state is, although maybe less obvious and more subtle, still the norm (status quo). Even if the education system has got a new disguise the ideological and material roles are still the same. There is a continuation of the system by allowing just enough challenge to the system to convince people that they live in a truly open society characterized by freedom of choice, while still maintaining the system’s structural inequity. The paper aims to insert Marcuse’s (1964) concept of repressive tolerance into the freedom of choice discourse. Marcuse’s ideas may be able to help us realize how an apparently tolerant embrace of diversity of choices can be subtly controlled, so that it ends up legitimizing the very domination and repression it is said to challenge. Marcuse questioned the wisdom of “starting where the students are”, which is a common starting-point and argument for freedom of choice within Swedish education. I argue that it is a flawed and misguided tolerance and students mistakenly believe they are participating in a practice characterized by influence and participation when experiencing freedom of choice.
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| 44. |
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| 45. |
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| 46. |
- Dovemark, Marianne, et al.
(författare)
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Förortens skola - möjligheternas skola?
- 2015
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 9:1, s. 62-78
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Tidskriftsartikel (refereegranskat)abstract
- Loss of equivalence in Swedish education has been highlighted in both research and media. Arguably, one explanation for this is related to the free choice reform which has led to competition and homogenization of schools. In combination with peer effects and teachers’ different expectations this has led to a gap between schools in the way they adapt their marketing towards specific groups of students. Some students become more desirable than others. The polarization between “winners” and “losers” has thereby increased the importance of school selection with regards to learning outcomes and future educational life chances. This article focuses on students in Ash Public, a public upper secondary school located in a stigmatized immigrant suburb. The study is based on formal interviews, field interviews and observations, and contrary to its negative reputation, the school and its pedagogical practice were generally described in positive terms by the involved school actors. Teachers mentioned motivated and ambitious students and students described a school where they felt safe and included and where collaborative work was in focus. Ash Public proved to be a school for everyone except for “Swedes”.
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| 47. |
- Dovemark, Marianne, 1952, et al.
(författare)
-
Förortens skola – Möjligheternas skola?
- 2014
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Ingår i: Utbildning & Lärande. - 2001-4554. ; 9:1, s. 62-78
-
Tidskriftsartikel (refereegranskat)abstract
- Loss of equivalence in Swedish education has been highlighted in both research and media. Arguably, one explanation for this is related to the free choice reform which has led to competition and homogenization of schools. In combination with peer effects and teachers’ different expectations this has led to a gap between schools in the way they adapt their marketing towards specific groups of students. Some students become more desirable than others. The polarization between “winners” and “losers” has thereby increased the importance of school selection with regards to learning outcomes and future educational life chances. This article focuses on students in Ash Public, a public upper secondary school located in a stigmatized immigrant suburb. The study is based on formal interviews, field interviews and observations, and contrary to its negative reputation, the school and its pedagogical practice were generally described in positive terms by the involved school actors. Teachers mentioned motivated and ambitious students and students described a school where they felt safe and included and where collaborativ
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| 48. |
- Dovemark, Marianne, 1952, et al.
(författare)
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Habituating students towards marginality and a life in the precariat
- 2014
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Ingår i: The European Conference on Educational Research, ECER, Porto, September 2014..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The present as well as the previous Swedish Education Acts (1997:107; 2002:120; 2010:800) state that education should be equivalent and designed in accordance with basic democratic values and human rights in terms of citizenship possibilities and democracy. The present paper takes its point of departure in Swedish upper secondary education. It concerns selection and differentiation processes there and at the interface of this school with the comprehensive sector. The data in the paper is generated from a school department called Chisel, an individual alternative within the former Individual Programme (IP) within the previous Swedish Education Act (2002:120). Its main formally expressed goal was to enable students to become eligible for a national programme. IP has now been replaced by five new programmes called introductory programmes which are, like the former IP, supposed to satisfy students’ different educational needs and provides clear educational routes. As the name indicated the Individual Programme was strongly focused on the individual student. In official policy formulations it was concerned with preparing students for further studies in the upper-secondary school, including also even theoretical studies on academic programmes, as a foundation for higher education and life-long-learning. This was very clear in policy texts such as SOU 1997:107 and SOU 2002:120. However, in practice, in local educational work within schools themselves, official policy was usually re-contextualised according to different parameters. Ethnographic studies (see e g Beach and Dovemark, 2011; Dovemark, 2011) have identified two important dimensions: (i) a deficit view of the pupils attending the programme on the part of teacher teams and local educational leadership and (ii) a concomitant downscaling of the education they were offered to vocational training categories. As described in Beach (1999) they cut across understandings of pupils from all non-academic study programmes and represent a deep democracy problem at the very heart of our ‘one-school-for all’ ideal (Jonsson & Beach, 2013). Methods The data, upon which this paper focuses, has primarily been produced from transcribed (field) interviews and observations into one particular research project but it links also to other previous investigations. In addition to participant observation and interviewing at the sites we have also read web sites and folders about the IP. All interview- and observation- transcriptions have been read and coded towards what has been recognised as important and interesting. Bernstein’s theoretical contributions to the analysis of educational class relations has guided us in this (Bernstein, 1975, 1999, 2000). This is an interpretative act that involves perception shaped by implicit or explicit theories (Trondman, 2008) or ideas that privilege certain meaning formations, in our case interpretations towards Bernstein’s device (Bernstein, 2000) in terms of a system of rules aimed to explain how symbolic control is materialised and realised in pedagogic practice. Expected outcomes Our data reveal an increasing erosion of trust to the idea and practice of inclusion as a fundamental goal of the education system, and a narrowing of spaces where the older narratives of equality can be asserted. Teachers placed low demands on and had low expectations of the students at the studied programme and they generally quite vigorously advised them away from academically demanding choices toward manual work. Due to the individual schedules and the strong emphasis on freedom of choice students could also get away with following academic studies for just one day a week. The curriculum that was developed to serve the pupils group could be described as formed according to a typically horizontal knowledge discourse (Bernstein 2000). The students were not only denied a vertical organised content (Bernstein, 2000) but also denied analysis of social issues within an academically oriented education. The focus on manual labour at the cost of academically oriented studies actually prevented them to get passing grades to get into a national program (which was the main goal of the programme). The most serious result in our empirical data is the idleness many of the students were put in. They were allowed day after day to neither study nor work in the mechanical workshop or kitchen. We raise the question if there is a risk that these youngsters get used to the idleness and accept an uncertain future without jobs or at the best short-term ones, an insecurity and fragility of their social position which put them into what Standing (2011) express as the new ‘precariat’?
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- Dovemark, Marianne, 1952
(författare)
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How private "everyday racism" and public "racismdenial" contribute to unequal and discriminatory educational experiences.
- 2013
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 8:1, s. 16-30
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Tidskriftsartikel (refereegranskat)abstract
- The study uses ethnographic research from four classes in secondary school as well as from two groups in upper secondary school, to examine everyday racism as an element of the daily institutional lives of students and teachers. The study is based on long-term participant observation and 89 interviews. These were all audio-recorded and transcribed. In Sweden the education of ethnic groups is couched in a discourse of integration and inclusion. However, the research presented shows that the aims of integration and inclusion were not achieved. Unequal and discriminatory educational experiences operated through two related actions: by private everyday racism and through public racism denial.
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