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| 2. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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Changing discourses on qualities of educational research in Sweden : A contribution to the symposium: Educational Research Qualities in Question: Nordic Perspectives on Research Policy and Research Evaluation in Swede
- 2014
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Ingår i: NERA 2014 Session program.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- his is an analysis of discourses educational research quality in Sweden with the aim to highlight different ways to describe and evaluate educational research. Of special interest is here the period 1990-2014 when higher education is in a period of expansion and restructuring with changing demands on research evaluation combined with changing ways of funding higher education institutions and research. The ambition is to define this trajectory with different actors and controversies. The Swedish case will be related to a Nordic (Norway) and an Anglo-Saxon (Australia) case. The study is carried out from a dynamic nominalist perspective (Hacking, 1999) focusing on actors and institutions at work. Issues and controversies will be defined in relation to discourse analyses of policy documents, research reviews of different kinds (research councils, research assessment exercises etc) and on thin and thick descriptions (Porter, 2012) of research. Conclusions: Firstly, educational research assessments are in transition - from internal professional initiatives and collegial decision-making to external administrative initiatives and principles for new public management. Secondly, research evaluation exercises are having an increasing globalizing tendency concerning criteria for research quality and are also increasingly based on international reviewers. Thirdly, there is an ongoing debate on the composition of measurements such as citation impact or peer review. Fourthly, given these tendencies educational research in Sweden is in a a turmoil considering addressees of educational research as well as struggles for research resources with other disciplines and faculties. Given this it is vital to analyze the field of educational research. Relevance to Nordic educational research: this symposium will serve as an input to continuing analyses of educational research policies and formation in the different Nordic countries. Attachment to NERA-network and symposium: Politics of Education and Education Policy Studies Network and the symposium "Educational Research Quality in Question: Research Evaluations and Research Policy in Sweden in a Nordic Perspective"
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| 3. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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Co-production of comparative education research and welfare state education policy. : A contribution to the panel session "How Educational Sciences Became Reasonable: Their International Emergence in the Post War Years" at the CIES 2018 Conference in Mexico City
- 2018
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Ingår i: The program for the Comparative and International Education Society Conference 2018 in Mexico City..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The focus of this study is the intimate relations between educational research and its social and political embeddings, seen through the lenses of international large-scale assessments (ILSA) such as the IEA TIMSS- and the OECD PISA-programs. While increasing influence of these assessments on educational policies is widely recognized (e.g. Ozga & Lingard, 2007) and the meta-theoretical rationality on which they are operating (Grek, 2009), the constitutive elements and dynamics involved in producing their success stand out as a more open question (e.g. Wagner, 1987, on national variations). Our case is the transition of Swedish Welfare State (SWS) after WW2 and the development of international comparative research in education. With the specific ambition of not letting us fall into the pitfalls of science/politics dichotomies, we are addressing the dynamics of science/society coproduction (Nowotny et al, 2003; Jasanoff et al, 2001). This case is of significant interest: Firstly, the SWS had a recognized centralistic organization with high reliance on science (Fridjonsdottir, 1987). This organization restructured thoroughly in the 1990s with an increasing emphasis of ILSA (Lindblad, Pettersson & Popkewitz, 2015). Secondly, in the emergence of international assessments Swedish researchers played an important role (Husén & Postlethwaite, 1996). The specific time-space reveals uneven patterns in science/society coproduction where IEA is manifesting success as well as a breaking-point in a today highly weakened regime of how the relevance of international comparative education is to be secured, and what this means. Our study is based on a combination of policy documents from state commissions and parliamentary bills, research reports and evaluations of ongoing changes in policy and research as. We identified characteristic phases in the welfare state governance from expansion and centralistic governance over deregulation and decentralization and later into the introduction of a voucher system and governing by results. The analyses resulted in three major conclusions: − At the start comparative education research was rare and had a humanistic base in comprehending education in other contexts. The emerging ILSA was based in the social sciences where comparisons centered on differences in efficiency over national contexts. − During the first decades of ILSA there was little evidence of societal relevance, e.g. in use for policy decisions and reform initiatives. However, the societal relevance increased drastically, given the restructuring of the educational system and the increasing importance given to supranational organizations. − ILSA was from the beginning strongly contextualized and dependent on external resources. The making of the IIE opened up new possibilities for ILSA in Academia, but it is the more recent changes in governance and changes in methodology as well as technology that has allowed the success and dominance of ILSA in research and policy discourses Given these conclusions ILSA turned out to be a successful but contested approach to educational research. For the coproduction of science/society the combination of a strong emphasis on ILSA in social and political discourses on education plus the closing down of the International Institute of Education and the transfer of PISA studies to Pearson is congenial to this development.
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| 4. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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Constructing Teacher Professionalism between Organizational Decision-making and Work-life Autonomy : After-work from European Research on Professional Knowledge under Restructuring
- 2011
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Ingår i: AERA 2011 meeting program: Inciting the Social Imagination. - 0163-9676.
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Konferensbidrag (refereegranskat)abstract
- A basis for this paper is an international comparative study on Professional Knowledge under Restructuring, carried out with the support of the European Commission. The research was carried out by researchers from seven European countries, It is our ambition to do some necessary after-work by reflecting on this research – the process of work as well as the outcomes. However, from a historical perspective, the “professionalism” of teachers is a new phenomenon. While early studies more directly concerned themselves with understanding the very authority of professionals as a social fact, with the consequence that teachers was either excluded, e.g. in the classical work of Parsons, 1939, or met with skeptical attitudes, e.g. by Wilensky (1964) and Etzioni (1964) as well as Lortie (1975), the literature on professions and professionalism now seems generally more “normative” in its orientations. As the inflation of the literature on professionals and professionalism has increased dramatically since the 1980s and early 1990s, we will argue that this normative shift not only means a shift in orientation, but also in the rationalities and functions of the talk of professionalism itself. At this point in time, it is more obvious than ever that the very talk of professionalism embrace the ambition to re/shape its very nature, e.g. what the professional lives of teachers’ means and how it should be lived. The shift from representation to performativity is in academic literature actualized and displayed in many different ways. Important for this study is, on the one hand, the ways in which it has meant a shift in the understanding of educational policy, where concepts such as “performativity” (Ball, 2003) and “governmentality” has become important for new understandings on the (re)structuring of educational systems worldwide (Lindblad and Popkewitz, 2004), and, on the other hand, a shift in the elaborative understandings of professionalism has opened up for an interest of daily work and life of teacher and the realities they face and shape. The more dynamic aspects of the life and work of the professionalism of teachers are put to the fore in these, mostly, post-empiricist and post-structuralist, scholarly work is in the theoretical focus of this paper. We share the epistemological insights of these traditions, and hold the thesis that significant differences in the ways in which teachers experience and live their professional lives make sense on bases of the differences by which they experience and make sense of their own – as well as policy-makers – technologies for handling, stimulating and controlling learning activities inside and outside classrooms (cf Fournier, 1999; Foss Lindblad & Lindblad 2009). Thus, this inclines an epistemological twist, leading us toward a more generative understanding of professional knowledge and the ways it is narrated and important for educational practices.
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| 5. |
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| 6. |
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| 7. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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Higher Education and Research in a Steady State – On changing premises and practices for educational research in Sweden.
- 2016
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Ingår i: Elmgren, M.; Folke-Fichtelius, M.; Hallsén, S.; Román, H. & Wemke, W. (Red): Att ta utbildningens komplexitet på allvar. - Uppsala : Acta Universitatis Upsaliensis. - 9789155494759 ; , s. 209-225
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Bokkapitel (refereegranskat)abstract
- Considering current discourses on educational research at universities, research councils and government the preconditions for educational research are in transition. Catchwords like “World class,” “excellence,” “strategic,” “visionary,” “multi-disciplinary,” and “internationally competitive” are repeatedly used among financiers and higher education institutions (HEI) and reflect what is at stake and what has come into focus. This is combined with an increasing emphasis on competition for research funds, publication impact, international networking and research cooperation in research projects. In sum, what is communicated to the research community with such an emphasis today is competition, positioning in research hierarchies and demands for strategic action in order to obtain funds and to produce what is regarded as high-quality research of social and political accountability.
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| 8. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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Higher Education Policy and Changing Transnational Expertise in Sweden : A contribution to the symposium Globalization and The Nordic model - conflicting, resisting and converting tendencies in policy of education
- 2014
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Ingår i: The NERA 2014 Session Program. - : NERA. ; , s. 58-59
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper aims to analyze current impact of transnational organizations and multinational corporations in governance of higher education in Sweden. We put this in context of welfare state restructuring and performative governing by means of indicators and ranking and related to changing policy demands on research and expertise. Are these changes in higher education policy and research policy working in tandem as could be suggested by science - technology studies (Nowotny et al, 2003)? Our study will be based on policy network analysis and identification and analyses of expertise in education policy discourses. We analyze current policy discourses (since 2006 and onwards) giving special attention to what expertise that are referred to in these discourses, as well as the meanings and objects of the expertise concept in use. In relation to our aim of analyzing the impact of transnational organizations and multinational corporations in educational policy making, we refer to the studies on transnational governance by Djelic Sahlin-Anderson (2006) and the increasing use of incomplete organizing (Ahrne & Brunsson, 2010) in higher education. Concepts of "thin descriptions" (Porter, 2012) and potential "looping" (Hacking, 2004) are used here. As a result important changes in higher education governance and expertise are identified. Our analyses lead to a discussion of couplings between governance and research policy in higher education. This paper is attached to the symposium "Globalization and The Nordic model - conflicting, resisting and converting tendencies in policy of education" in Network 21, "Politics of Education and Education Policy Studies". References: Ahrne, G. & Brunsson, N. (2009). Complete and incomplete organisation (Scores Reports 2009:2). Stockholm: University Djelic, M. L., & Sahlin-Andersson, K. (Eds.). (2006). Transnational governance: Institutional dynamics of regulation. Cambridge University Press. Hacking, I. (1995). The looping effects of human kinds. Causal cognition: A multidisciplinary debate. D. Sperber, D. Premack and A. J. Premack. Oxford: Clarendon Press: 351-94. Nowotny, H.; Scott, P.; Gibbons, M. (2003): Introduction: Mode 2'Revisited: The New Production of Knowledge. Minerva, 2003, 41.3: 179-194. Porter, T. M. (2012). Thin Description: Surface and Depth in Science and Science Studies. Osiris, 27(1), 209-226.
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| 9. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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Informing about education under a performative turn: What is the Game and what are the Arts of its Practices? : Contribution to the symposium: Educating a knowledge society: Governing/Government through floating signifiers, information systems and navigation tools.
- 2009
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Ingår i: http://www.eera-ecer.eu/index.php?id=181.
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Konferensbidrag (refereegranskat)abstract
- We are here dealing with education governance under a performative turn. What information systems are recently built up and what information is used in governing education and schooling? As a case we use information systems in Sweden and its use by the Swedish government. In this national information system international comparative studies (especially PISA, TIMSS) and the working of supranational organisations as the OECD is given a prioritised position. In sum, our contribution has a comparative point of view in examining the epistemic as well as the institutional landscapes of ranking lists and league tables. Our focus is the social and political nature of the epistemic basis for comparisons, and the manner in which “ideas” travel and are borrowed in an international context. We present analyses of rationales inscribed in the constructions of such information systems as well as the rationales inscribed in their disseminations and translations. Our interest in competing epistemic figures within accounts of the international character of education institutions has the purpose of focusing on discursively strong points of how, for what reasons, and by what means the quality of education is to be improved in the future.
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| 10. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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Invitations to contextualizing teaching and learning: International and comparative studies on classroom interaction.
- 2010
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Ingår i: Presentation at the LPS meeting in Melbourne, December 6-10, 2010.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this memorandum we are outlining problems which we – from our point of view – consider as vital when dealing with notions of context in research on teaching and classroom interaction. We will firstly locate such notions within the Learner’s Perspective Study (LPS) and secondly within research discourses on classroom interaction. Thirdly, when dealing with mathematics education we will have a look on the systems of expertise that are working within this field – e.g. in terms of hegemonic discourses and globalization. It is our hope that our dealing with these problems will contribute to the work of LPS. One is to construct different ways to conceptualize context in LPS research problematics. Two is to develop and test notions of context in classroom interaction. And three is to engage in arguments concerning maths education processes.
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| 11. |
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| 12. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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LA EDUCACIÓN SUPERIOR, EN PLENO CAMBIO. Gobierno de la Universidad y tablas internacionales de clasificación
- 2010
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Ingår i: Cuadernos de pedagogía. - 0210-0630. ; :Nº 403, 2010, s. 69-73
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- El texto aborda las tendencias actuales de las políticas de Educación Superior y analiza los rankings de clasificación de universidades y las controversias que han surgido a su respecto. La Comisión Europea trabaja ahora en el desarrollo de un sistema global de clasificación unidimensional que incluya diferentes categorías de trabajo académico.
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| 13. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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Middle-Man Theorizing: Biesta on Rancière and Mouffe into Citizenship Education
- 2011
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Ingår i: Bildungsgeschichte, International Journal for the Historiography of Education. - : Verlag Julius Klinkhardt. - 2192-4295. ; 2011:1, s. 74-76
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Tidskriftsartikel (refereegranskat)abstract
- IGert Biesta is in Citizenship and Education putting forwards is based on a strategy which we are titling Middle Man Theorizing, by which we mean a strategy of mobilizing theoretical insights from another domain into your own and thereby create an alternative pathway for possible conceptual renewals. The man in the middle” is the author in personal (here Gert Biesta) - the one who is giving voice of others (here Jacques Rancière and Chantal Mouffe) by stating their thoughts and ideas in order to re-conceptualizing a certain problematic (here citizenship education). This kind of middle man theorizing is very frequent in the educational field (as noted by e.g. Foss Lindblad & Lindblad, 2009 concerning the framing of educational restructuring and teaching in relation to professionalization theorizing) and has its own dynamic in terms of conceptual travelling and knowledge organization. It is our ambition to discuss this strategy, its strengths as well as its weaknesses, in relation to the Biesta text. Middle-man theorizing has a double agenda. On the one hand the stating of a problem, on the other hand the presentation of conceptual imports by means of which the problem is going to be fruitfully handled (solved, re-stated, re-conceptualised etc.). In the text by Biesta the very possibilities of education to contribute to what is called “the desire for democracy” both sets and solves the problem of citizenship education. “The “desire for democracy” could be seen as a condensed conceptual result of Biestas reading of the writings of Chantal Mouffe and Jacques Rancière. It is based on distinctions such as those between police/politics, antagonism/agonism, subject/subjectification etc., and is seen as the possible solution to the problems of democracy generally, an alternative both to “the logic of positive identity”, which is said to dominate the conceptions of citizenship, and to “the logic of socialization”, which is said to dominate the conception of education.
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| 14. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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Narratives on Educational Research Evaluation in Sweden
- 2009
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Ingår i: Besley, A.C (Ed): Asessing the Quality of Educational Research in Higher Education. - Rotterdam : Sense Publications. - 9789087907068 ; , s. 279-292
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Educational Research Evaluation is here dealt with in terms of cultures of research assessment. Different historical phases are presented, including the current performative turn in higher education governing
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| 15. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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On relevance and norms of science in times of restructuring
- 2016
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Ingår i: Trimmer, K. (Ed): Political Pressures on Educational and Social Research International perspectives. - New York : Routledge. - 9781138947122 ; , s. 66-76
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Bokkapitel (refereegranskat)abstract
- This chapter addresses the nature and consequences of changes in public research policy towards increased competitiveness and strategic funding for educational research in Sweden. Motivated by the basic fact that state interference within the realms of educational research always relates to political interests in its social value, our focus will be on the transition of arrangements and conceptions of such ideas and their implications for critical and autonomous research, long considered to guarantee the production of high-quality research of societal importance. The case we are analysing is Sweden – a Nordic welfare state in the process of rapid restructuring of higher education and research. We consider this a fruitful case with processes and practices that are common to other national and international settings, but with some specif ic characteristics in the ways in which research and higher education policy has operated in the social and intellectual organization of educational research. More precisely we put forwards three characteristics: Firstly, educational research was organized as a specif ic discipline (Pedagogik) as in continental Europe (e.g. the Nordic countries and Germany and Switzerland) and is now transformed into a f ield of educational sciences (pedagogik, psychology, political science, humanities, etc.) competing for recognition and resources. Secondly, educational research was previously to a large extent carried out outside teacher education colleges in specif ic university departments, but is now getting a more prominent position in teacher education, where, thirdly, the previous organization of teacher colleges are being dissolved and instead organized into multi-disciplinary university departments. Thus, by means of these specif ic characteristics the Swedish case has the potential to further clarify the complex and intriguing political nature of research organization more generally.
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| 16. |
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| 17. |
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| 18. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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Politik och retorik i svensk utbildning - inte riktigt som man tror
- 2009
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Ingår i: Pedagogiska Magasinet. - 1401-3320. ; 2009:2, s. 89-90
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- Recensionen tar upp två böcker om utbildningspolitik som jag skulle vilja ha diskuterade i en gemensam recension: Vadå likvärdighet, studier i utbildningspolitisk språkanvändning av Tomas Englund och Ann Quennerstedt (red), Daidalos. Boken analyserar likvärdighetsbegreppets olika betydelser och dokumenterar tre faser i den utbildningspolitiska striden om begreppet. Den andra boken är Utbildningspolitik, ekonomi och internationellautbildningstrender i Sverige 1930 - 2000 av Florian Waldow, Stockholms universitets förlag. Boken diskuterar utbildningspolitik i förhållande till ekonomisk utveckling och internationella utbildningstrender, författaren menar att svensk utbildningspolitik präglats av starka internationella influenser snarare än den ekonomiska utvecklingen.
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| 19. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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Post-political governing of welfare state education in Sweden
- 2016
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Ingår i: Reimers, E. and Martinsson, L. (Eds) (2016): Education and Political Subjectivities in Neoliberal Times and Places Emergences of norms and possibilities. - New York : Routledge. - 9781138962880 ; , s. 86-100
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Bokkapitel (refereegranskat)abstract
- Seen solely in terms of educational governance the “odd” and extraordinary way of educational governance demonstrated in our introduction by the interaction between OECD expertise and the Swedish government may not appear odd at all. It may, just, be seen as different, being just another regime of governance with differences as well as similarities with other such regimes. Even though this conclusion makes sense, it makes sense only if we deny ourselves the opportunity of reflecting about what is “not so evident” when it comes to education and educational policy (and it is for example evident that both education and educational policy change over time, and that the changes themselves has something to do with changes in society as well as politics). In this text this “not so evident” has turned into a concern about the educated, understood at once as the target and outcome of education as well as of educational policy, understood as an abstraction referring to a wide range of possibilities of educational organizations, offers and subjectivities allowed for within the realms of “the educated”. It is, we will claim, also with regard to the educated that the present regime of governance seems grave in its consequences. When education and the educated as social phenomenon are normatively turned into statistical universals, we are not only confronted with reductionism of a sort that make us wish for more robust understandings and explanations. Even more seriously, these seemingly neutral and unmarked figures are highly policical as well as performative and very effective in hiding the political character of education as well as the educated as emergent phenomena (Bellmann, 2013) – therefore also effective in hindering the making of alternative educational and political subjectivities. The curriculum code of a self-regulative performer acting within the frames of soft governance and international assessment is a signifier of an instrumental and technified education system of governmental subjectivation (Simons & Masschelein, 2010) much in need to be analyzed and compared to other ways of curriculum designs and education governance with other kinds of political subjectivation.
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| 20. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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Society speaks back: On the history of comparative education research at a welfare state agora : The program for the Comparative and International Education Society Conference 2018 in Mexico City
- 2018
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Ingår i: Publicerad i: The program for the Comparative and International Education Society Conference 2018 in Mexico City.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper we address and explore the intimate relations between educational research and its social and political embedding’s. Our case is communication on international comparisons at the education agora. More broadly, and now referring to changes in science systems and scientific knowledge production, such intimate relations have been recognized as being radically transformed and new kinds of regulations and forms of knowledge production has arisen (Funtowitcz and Ravetz, 1993; Gibbons et al, 1994; Etzokowitz and Leydesdorff, 2000; Nowotny et. all 2005; Rip, 2004). Generally speaking, despite differences in perspective and focus among scholars that has awakened our attention to the new situation, and also despite known and debated doubts about the scope and generality of these re-arrangements, there is in general a strong support for the idea that we find ourselves in situations of “re-thinking” Science-Society relations. Additionally, there are equally strong support for the idea that this re-thinking has been put into action in science systems around the globe, making us believe that what we have observed also have been performed.
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| 21. |
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| 22. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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The Making of the European Higher Education Area; Politics of Knowledge, Research Assessments and University Ranking
- 2011
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Ingår i: European Congress on Educational Research, Berlin 2011.
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Konferensbidrag (refereegranskat)abstract
- The making of the “European Higher Education Area” (EHEA) is based on a number of initiatives from a number of actors and networks. We will here put forwards these initiatives and the actions at work. Firstly, we will deal with the making of the “Knowledge Triangle” (KT), where education, research and innovation are assumed to be the interdependent drivers in the making of a Knowledge Society. How is this configured and what tools are at work – e.g. Erasmus and instruments such as U-multirank? Secondly, we go into research assessment exercises and how these construct higher education and research, and their mutual relations. Our study is based on notions of governing and dynamic nominalism. We have analysed documents that are strategic in the construction of EHEA and KT plus analyses of RAE technologies and constructions. This is combined with analyses of ranking instruments as navigation tools and standardization of EHEA. Here, we will focus on Sweden as a case scrutinising three larger universities and their recent use of Research Assessment Exercises and put this in an national and international context. The study is resulting in presenting critical research issues concerning transnational governance in the Europeanization of higher education and research.
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| 23. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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The politics of professionalising talk
- 2010
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Ingår i: Svenska Nätverket för Professionsforskning, Götebort 31 oktober - 1 november..
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Konferensbidrag (refereegranskat)
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| 24. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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The Politics of Professionalizing Talk on Teaching: Boundary Work and Reconfigurations of Teaching and Teachers.
- 2009
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Ingår i: Simons, M., Olsen, M. & Peters, M.P. (Eds): Re-Reading Education Policies: A Handbook Studying the Policy Agenda of the 21st Century.. - Rotterdam : Sense Publishers. - 9789087908294 ; , s. 786-806
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Teachers work has long been a central subject in politics as well as in policy-making, but the efforts and aims to ‘professionalise’ the occupation is of more recent origin, as is the general talk of teachers as professionals. Our historical journey on these issues has aimed to give an overview of various literatures in the field, and, more specifically, aimed to highlight the political nature of questions about the professional status and characteristics of teaching, captured by the term ‘boundary work.’ We have pointed to the central role of ‘science’ as an important mediator in raising the intellectual authority of teaching, and we have claimed that it is important also as a source and tool in processes of educational governance. We have also pointed to the social and political nature of the sciences and its conceptualisations. Given this, our overview of the professionalising talk on teaching, and our intention to unpack some of its main ideas, assumptions, and distinctions, has allowed us to reach some conclusions about the present situation of naturalised – taken for granted – talk of teaching as a profession. Firstly, we could conclude that present talk about teaching as a profession is futuristic, e.g. construing teacher qualifications and behaviours which are supposed to be needed, for today and the near future. The professional concept has become a demarcation between what are considered to be old-fashioned behaviours and new ones, between what has been and what is yet to come. Secondly, even though there are many stakeholders involved, there seem to be clear convergences between them about how to define the present situation and its challenges: for example, the work of teaching is generally regarded as increasingly dependent on science-based tools and knowledge; for managing such things as school reforms, student outcomes and more complex interactions between the schools and their environments, e.g. in terms of regression analyses on social background and ethnicity in relation to school performances. As there seems to be little of epistemic controversy among the stakeholders, we can, thirdly, note strong tendencies of homogenisation in discourses on teaching and the meaning of schooling. Some decades ago this would be talked about as a convergence of paradigms in the educational sector, where supranational organisations, national system actors (who have previously been seen as the central policy-makers) and educationalist researchers engage in exploring the same research agenda, with similar tools and shared research problems. However, what could be understood as a significant change is, fourthly, changes in the research agenda itself; how it situating itself in contemporary societies as a transition in the processes of policymaking and as a shift in the politics of scientific knowledge production generally, as exemplified in terms of the contested performative turn in education as well as in educational research. Our overview has shown that the present situation of professionalising talk on teaching is taking place in times of educational restructuring and tends in several ways to be sharing some of the restructuration characteristics, such as accountability, transparency and evaluation. Thus, the de-centering of policy-making could be viewed as a potential explanatory clue for understanding the emergence of professionalising talk on teaching, and for the specific epistemic profiles in this talk. We argue that new forms and technologies for governance inscribed in the processes of educational restructuring involve an expansion of the policy-making apparatus and its actors. This is a transition in the processes of policy-making, where previous boundaries between teachers’ work, science, and policy tend to erode. It is also a shift in the politics of scientific knowledge where questions of intellectual authority are preceded in new ways, now involving boundary work on the conception of science, and its institutional place of residence as well.
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| 25. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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THE STATE WE NOW ARE IN? On transitions of educational research in a restructuring system of higher education and research : Contribution to the symposium International Perspectives on Educational Research at the SWERA conference in UppsalaOctober 2018
- 2016
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Ingår i: SWERA 2016 Annual Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Educational research entered the academy in 1900 as a discipline – Pedagogik – in its own right. This discipline emanated from philosophy and expanded during large parts of the 20th century into the behavioral and social sciences and was given important functions in relation to major welfare state reforms. This disciplinary progress came to an end in the 1990s and educational research was turned into a field of study where Pedagogik and Didaktik were assumed to cooperate and compete with other social sciences under the heading of the new construct “Education Sciences”. This multi- or pluri-disciplinary or de-disciplinary turn at the end of millennium changed the preconditions for educational research in terms of the number of agents competing for funds and recognition, as well as in increased expectations of networking, publishing and reviewing research. It also meant an intensification in strategic educational research policies. So, what is the current condition for educational research in Sweden? From the point of view of researchers in Pedagogik there is a shift towards increased competition f external research resources but also in terms of expected research collaboration in the current pluri-disciplinary field of study, where researchers with other disciplinary allegiances are increasing their interest in research on education issues. We also note an intensification in some specific research activities – in networking, in peer reviews, in publishing. In many ways this is a development that brings new opportunities, but also increasing risks for internal fragmentation as well as strategic over-adjustment in educational research relative to governing practices. What, then, are the main strategies to choose from and to cultivate? Strategy one is playing the game in accordance with current rules, for instance for individual research programs to intensify work and adding research practices in relation to that. Strategy two is working to change the rules of the game, for instance to develop an increased focus on knowledge production, that is, for collegial research collaboration in a changing educational landscape and to produce substantial research in dealing with such issues.
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| 26. |
- Foss Lindblad, Rita, 1953, et al.
(författare)
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X som i x-axel
- 2007
-
Ingår i: I A. Björnsson & B. Rombach (red.) Tidens tecken. Svenska Humanistiska Förbundets skriftserie 121. - Stockholm : Santérus Förlag. ; , s. 217-224
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 27. |
- Lindblad, Sverker, 1946, et al.
(författare)
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A World Wide Panopticon: on Large Scale International Assessments and Progress in Education : Contribution to the EERA symposium: Diversity as a System of Exclusion: Historical Notes on Contemporary Thought
- 2015
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Ingår i: EERA 2015 Online Program: http://www.eera-ecer.de/ecer-programmes/search-programmes.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper is to examine to describe and analyze the comparative style of reason in research on international comparisons of school results through large-scale studies (International Large Scale Assessments, ILSA) . Our focus is on the epistemic principles that order the categories and distinctions through which national school systems and school pupulations are compared in the OECD's research programme, PISA (Programme for Individual Study Assessment), and IEA (International Association for the Evaluation of Educational Achievement) two program TIMSS ( Trends in International Mathematics and Science Study) and CIVED/ICCS (Civic Education Study). We examine how equivalences are established to create universal distinctions by which difference is defined; the organization of “context” that are used to talk about difference, and how the ranking of systems are translated into strategies for improvement of these systems. In exploring this research field, we seek to identify and understand the theory of change embodied in the ILSAs, the machinery through which comparison is produced, and the boundaries created about what is possible and not possible for thinking and acting of educational systems. References Hacking, Ian (1992) “Style” for historians and philosophers. Studies in the History and Philosophy of Science. 23(1): pp.1-20.
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| 28. |
- Lindblad, Sverker, 1946, et al.
(författare)
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Educational careers and public trust in research: Comparative analyses with a focus on educational research.
- 2016
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Ingår i: Nordic Educational Research Association Book of Abstracts 2016. ; , s. 128-129
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The current study is analysing the public opinion in Sweden in relation to education careers and trust in science. We ask if trust in science is different over different fields of knowledge and over different careers into society. Of special interest is here the perception of educational research among persons in education careers compared to the perception of e.g. Engineering and Technology as fields of research for persons working in engineer positions. The analyses are based on research on the professions and research. Data for the analyses are acheived from the SOM-institute survey of the Swedish population to which 55 percent of 3 400 individuals were responding. This data was conceived of having high quality. Results showed that there was in general a public trust in research, but less so for the humanities and social sciences, including educational research. This was also present when comparing relations between educational routes and research related to this research. These findings concerning the Swedish opinion are of importance for a principal understanding of the perception of educational research in public discourses and policy-making as well as the tasks for teaching on educational research in teacher education.
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| 29. |
- Lindblad, Sverker, 1946, et al.
(författare)
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Educational Research: the State of Sweden and the Australian 2.2 world
- 2013
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Ingår i: The Australian Educational Researcher. - : Springer Science and Business Media LLC. - 0311-6999 .- 2210-5328. ; 40:4, s. 527-534
-
Tidskriftsartikel (refereegranskat)abstract
- Current tendencies in educational research in Sweden are presented and compared to Australia. We here refer to; organization of research, research allocation, publication patterns, and assessments of research qualities. Different trajectories of educational research were identified, where Australian research was organized as a field of study, while Swedish research had a disciplinary organization, which now is eroding into a situation more close to the Australian one. In other aspects the Australian and Swedish trajectories seem to harmonize, except for the fact that RAEs in Sweden are initiated and run by the universities themselves. There are also some differences in how research qualities are assessed and the outcomes of these assessments. Given these findings different strategies to deal with the current situation are discussed.
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| 30. |
- Lindblad, Sverker, 1946, et al.
(författare)
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Educational Restructuring and Educational Research in Tandem? : Contribuiton to the symposium Research and the Promise of Educational Improvement: International Perspectives on a Vexed Question. AERA (American Educational Research Association), The Power of Education Research for Innovation in Practice and Policy, april 3-7, 2014, Philadelphia, Pennsylvania
- 2014
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Ingår i: AERA Annual Program 2014 online http://convention2.allacademic.com/one/aera/aera14.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The starting point for this study is that educational reform and educational research is moving in tandem, as could be expected from theoretical insights of the co-production of science and society in Science and Technology Studies. The ideas of relevance in educational research plays a vital role here and will be in focus when the interplay between the restructuring of educational systems and the reforming of educational research are analyzed. Our focuses on prevalent ideas of relevance in educational research aims to show ways in which these ideas has been important in the restructuring of educational systems and research and what consequences it has had on the expertise of teachers and researchers. The study is based on the case of educational reform in Sweden in relation to changing demands on educational expertise and research over a period of twenty years. The case is of special interest for understanding interrelations between educational restructuring and educational expertise. Swedish education is a radical example of (global) trends in restructuring since the early 1990s, but the transition of Swedish educational research follows only recently, and still with some exceptions, the very same trends. Our analyses are based on two different kinds of sources – a selection of policy documents from the Swedish government and documentation of strategic instruments developed and used by Swedish Research Councils for the renewal of educational research, as well as an analysis of the concrete outcome of its uses in terms of approved research applications. Our results are presenting large changes in educational research policy, which has moved educational research from (a) a disciplinary organization in terms of “pedagogic” towards a multidisciplinary “educational research field”, and (b) which in tandem with Higher Education reforms has led to increased dependences and competition of external research funds, where (c) productivity in terms of international scientific publications is becoming the most important indicator for scientific quality. This dependency is combined with increasing demands for quantitative studies of school performances and international comparative studies of different kinds, all supposed to function in the control and surveillance of educational systems. However, these findings are complemented by another finding, where the relevancy of educational research for the teaching professions is emphasized, underlining the needs for praxis-relevant research either to be carried out in teacher education departments or otherwise expected to serve the needs of the teaching professions. Similar patterns are identified in Norwegian educational research policy and will be compared to the Swedish case. In sum, and taken together, our research findings shows a new and more subtle governing of the ways in which educational research now is engaging with educational practices on systems and school levels congenial to restructured education. It should alarm us for the prevalent dangers of creating an incapacity for more “radical” (reflexive and critical) forms of research practices to supersede current educational regimes. Copyright© 2014 All Academic, Inc.
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| 31. |
- Lindblad, Sverker, 1946, et al.
(författare)
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International University Ranking Lists: What is the Game and what are the arts of its practices? : Contribution to the American Educational Research Association Meeting 2008 in New Yrok
- 2008
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Ingår i: AERA 2008 meeting report. - 0163-9676.
-
Konferensbidrag (refereegranskat)abstract
- This contribution analyses the constructions and operations of two highly recognised but different international ranking lists: the Times Higher Education Supplement Ranking List and Shanghai Jiao Tong University Academic Ranking of World Universities. From a constructivist and nominalist point of view (see Hacking, 2002), the consequences of rankings will follow from their constituencies, that is, they will be consequences of what meanings, values and uses that are stabilised in their names. Metaphorically, the function of a ranking list could be seen as a game, with inscribed meanings and rules. However, the way in which the game is played will not be a consequence of its inscriptions but of the ways in which the meanings and rules are read and handled by the players. Such complex interrelations between the construction and operation of ranking lists will be dealt with in three overlapping steps. First, we will present an analysis of the epistemic structuring of each list, that is, the categories, distinctions and procedures used. What are their significances for the understandings of the practice of Higher Education institutions? Second, we will portray how international understandings of these ranking lists are transformed into competing epistemic figures: such as the “American” contra the “European”, the “American” contra the “global” as well as the “Swedish” contra the “European” (Rothblatt & Wittrock, 1993). This will be one way of reading what we consider to be an especially strong rationale inscribed in the discourse on international rankings. Our key question is; what do these epistemic figures tell us about the social and politically embedded nature of knowledge production and education within the universities? 5 Third, we are asking about the discursive meeting points and the mediating tools that enable ideas and procedures of ranking to travel and to be regarded as reasonable ways of thinking and acting in and on Higher Education around the world. In what sense could this be understood as increasing homogenisation and, if so, a homogenisation of what? In sum, our contribution havs a comparative point of view in examining the epistemic as well as the institutional landscapes of two important research oriented ranking lists. Our focus is the social and political nature of the epistemic basis for comparisons, and the manner in which “ideas” travel and are borrowed in an international context. We present analyses of rationales inscribed in the constructions of the lists as well as the rationales inscribed in their disseminations and translations. Our interest in competing epistemic figures within accounts of the international character of higher education institutions has the purpose of focusing on discursively strong points of how, for what reasons, and by what means the quality of higher education is to be improved in the future (e.g. Olsen and Maussen, 2006). This analysis bring together intellectual traditions for thinking about higher education and science: institutional perspectives, concerns with epistemic cultures of science, and a particular historical perspective of the international travelling and borrowing of knowledge.
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| 32. |
- Lindblad, Sverker, 1946, et al.
(författare)
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On knowledge societies and epistemic cultures of teaching. A contribution to the symposium “Atlantic Crossings: Comparative Conversations on Professional Cultures of Teaching and Institutional Restructuring as a World Movement” at the AERA 2007 meeting in Chicago, April 10-15.
- 2007
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Ingår i: AERA 2007 meeting in Chicago.
-
Konferensbidrag (refereegranskat)abstract
- To compare how the teachers in various European contexts assimilate and accommodate to the word-wide movement of restructuring in education (Lindblad & Popkewitz, 2004). We focus on the governance measures that introduce new demands on teachers’ work in the form of documentation, planning, co-operation and evaluation and how these are dealt with by teachers. We examine how teachers’ professional culture and expertise, which depend on the historical and social conditions of their life and work, that is, the possibilities and necessities to realise teacher-hood locally, is transformed in the era of word-wide institutional restructuring. Objectives: To analyse (1) how teachers’ work is reorganised as new restructuring measures are introduced in education, and (2) what are the implications of this reorganisation for teachers’ professional culture, expertise and power and the functioning of educational institutions. (3) To compare teachers who come from different national localities and socio-historical circumstances. Perspective: We examine the reorganisation of professional work at the intersection of embodied histories in teachers and objectified history in institutions and observe the traces left by this encounter in the socially conditioned practices of teachers (Bourdieu 1981). Thus we assume that the organising of teachers’ work and its implications for professional culture and expertise depend on teachers’ varying habitus, social positions and working conditions (Bourdieu 2000). Methods: We use statistical analysis of survey data and qualitative analysis of life-stories and observations in order to locate individuals and their perspectives and strategies within the objective relations of their work and lives that are common to each social category in question (Bourdieu et al. 1999). Data source: Postal survey responded by 5 926 teachers and nurses in four European countries and 42 life-story cases contextualised by the observations at schools. Conclusions: The way world-wide models for educational governance are adapted in the national contexts depend on the local power relations and practices of the teachers. New requirements, such as new and intensified performativity demands, shape the reality of teacher-hood as a state-sanctioned, normalised and authorised expertise but only within the limits of previous histories and power relations. Such revisions should be subject to critical examination in teacher education programmes.
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| 33. |
- Lindblad, Sverker, 1946, et al.
(författare)
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Quality and Relevance in educational research assessments - Some reflections on the role of research in processes of expertizing educational change : Contribution to ECER 2014, Porto The Past, Present and Future of Educational Research in Europe
- 2014
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Ingår i: http://www.eera-ecer.de/ecer-programmes.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In accordance with the scientific enterprise at large, educational research is considered to be of increased importance - for the improvement of education and for the possibilities of social and economical developments. But as funding has its limits (Ziman,1994) this has also meant increases in demands and pressures on educational research to conduct according to what is needed and asked for – e.g. to be relevant (Besley, 2009). But how are decision over needs taken and how are the balance between research relevance and research quality handled, and with what consequences? These are questions addressed in this paper whose main aim is to reflect on the role of research in processes of expertizing educational change. Reflection means here to rethink (to reconceptualise) what already has been altered in a period of time where educational research and educational research policy are increasingly run by global agendas (Rizvi & Lingard, 2010) and where changes in epistemologies could be expected to follow changes in research assessments and research practices. Method The study addresses questions of research quality and research relevance from a perspective where images of differences between “external” and “internal” quality standards play a vital, but different, role in different forms of assessment of educational research (see Boaz & Ashby, 2003). This external/internal divide are here seen from a perspective of social epistemology (Fuller, 2002), and the paper analyse and exemplify the performativity and translations of these divides and its conceptual specificities as they are performed. Our analyses are based on different sources - selections of policy documents as well as selections of research assessment procedures from selected Research Councils. The paper is to be seen as an extension – and a conceptual rethinking - of our previous studies on the politics of assessments of educational research in Sweden (Foss Lindblad, Lindblad & Popkewitz, 2009), Norway (Lindblad, 2013) and Australia (Lindblad & Foss Lindblad, 2013). Expected Outcomes Our findings indicate, firstly, that the conceptual ambiguities of quality and relevance in educational research assessments are founded in epistemological terrains that mirror differences in the roles given to research in the processes of expertizing educational changes. While our empirical cases (Sweden, Norway and Australia) gives clear evidence for the fact that, secondly, such differences makes a difference also for the agenda setting of research priorities and the actual funding of research, the situation could also be seen as one where, thirdly, the external/internal divides conceptually hidden in ideas about scientific quality and scientific relevance demonstrates that struggles over different kinds of research has other dimensions than those addressed in the discussions on evidence-based research (Hammersley, 2007) and/or questions on qualitative vs. quantitative research (Denzin, Lincoln & Giardina, 2006). Disciplinary differences are important here – as are questions of the future of educational research (see Furlon & Lawn, 2011) and we will here take a clear stance for the importance of disciplines, and disciplinary crossings, in processes of expertizing educational change. References Boaz, A. & Ashby, D. (2003). Fit for purpose? Assessing research quality for evidence based policy and practice. Retrieved 2014, from ESRC UK Centre for Evidence Based Policy. Besley, T. (2009). Assessing the Quality of educational research in higher education: International perspectives. Sense Publishers. Denzin, N: Lincoln, Y & M Giardina,. (2006). Disciplining qualitative research. International Journal of Qualitative Studies in Education. Vol. 19, No 6. Pp. 769 – 782. Fuller, Steven (2002). Social Epistemology. Indiana University Press. Furlong, J. & Lawn, M. (2011). Disciplines of Education. The role in the future of educational research. London & New York: Routledge. Hammersley, M (Ed.) (2007). Educational evidence-based practices. London:Sage. Lindblad, S. ; Bergviken Rensfeldt, A. ; Jensen, B. et al. (2013). Evaluering av forskningsprogrammene PRAKSISFOU og UTDANNING 2020. Oslo: Norges Forskningsråd. Foss Lindblad, R. ; Lindblad, S. ; Popkewitz, T. S. (2009). Narratives on Educational Research Evaluation in Sweden. Besley, A.C (Ed): Asessing the Quality of Educational Research in Higher Education. s. 279-292. Rotterdam: Sense Publications Lindblad, S. & Foss Lindblad, R. (2013). Educational Research: the State of Sweden and the Australian 2.2 world. The Australian Educational Researcher. 40 (4) s. 527-534. Rizvi F. & Lingard, B. (2010). Globalizing Education Policy. New York: Routledge. Ziman, J.M. (1994). Prometheus Bound: Science in a Dynamic Steady State. Cambridge: University Press.
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| 34. |
- Lindblad, Sverker, 1946, et al.
(författare)
-
The governance of peers : Contribution to the symposium What is excellence? – Markets, the transnational turn and Nordic higher education policy.
- 2013
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Ingår i: Nordic Educational Research Association, Congress 2013. Paper presented at a symposium What is excellence? – Markets, the transnational turn and Nordic higher education policy? Organized by John Benedicto Krejsler and Sverker Lindblad.
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Konferensbidrag (refereegranskat)abstract
- The Swedish case in a globalized context; This paper address governance by performances in Higher Education Institutions by discussing two strategies for assessing research quality, PeerReview systems and systems of performance indicators. While systems of performance indicators are of later date and has its origin in newer forms of governance, it has nevertheless usually been discussed as a system that operates on the same rationalities as the Peer-review system. Research excellence is for example still considered based on principles and norms such as those of originality and rigour, only translated into quantified figures. However, the translation of values between the two system is, we will argue, far from neutral and its significance has more to do with governance than with values per se, and, as we will argue, changes in governance includes the governance of peers. This will be the radical difference. We will here refer to the history of reviews of educational research in Sweden and to a context of changing research policies in a higher education and research system (Parliament bill 2012/13:30) that is based on increased competition of research funds. This we will put into the context of higher education and research as a system of different higher education institutions, such as university colleges and universities with large research funds.
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| 35. |
- Lindblad, Sverker, 1946, et al.
(författare)
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THE PUBLIC OPINION: ON THE MAKINGS ON MODERN EDUCATION. Paper presented at the 2017 NERA Conference in March 2017
- 2017
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Ingår i: Paper presenterat vid NFPFs kongress i Köpenhamn, Mars 2017.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/Aim: Our case is Sweden with its comprehensive welfare state education. This case have been in rapid change in education during the last decades, including worldwide restructuring measures such as deregulation, privatization and governing by school performances. Our aim is to analyze education as part of a modernization project based on the development of science as well as on democracy. Our approach to this is analyses of the public opinion in the Swedish welfare state in relation to the current context of Sweden and what its educational system offers. In order to realize these ambitions, we put forwards the following research questions: •What confidence and discontent in education is presented by the public opinion? How is this related to educational levels and political preferences among individuals? •To what extent is there confidence or mistrust in research in different fields – including educational research – and to what extent is this connected with educational levels and social positions among the individuals? Given our interest in modernization of education we have a special interest in how individuals in in teaching professions assess educational research. In order to sharpen the analysis of current trends in education modernization and educational research we made special analyses of the public opinion on the uses of large scale assessments of educational performances. Theoretical frameworks: Trust has become an important factor for understanding operations of governance and educational reforms and variances of success over countries. Given the present context of rapid social and political transformations and ongoing restructuring of higher education and research, the level and objects of trust thus becomes an important indicator of possibilities and readiness of change. Methodology/research design: We have chosen to analyze the views of the public opinion considering trust in science as such and for the eventual betterment of society, with a special focus on educational science. Data are obtained from the SOM-Institute survey 2014 sent to a national sample of 3 400 individuals, out of which 54 percent answered the questions – in sum 1 634 persons. Findings: In the public opinion the confidence in the school is not very high, and most individuals take very critical stances to current developments in schooling. Regarded as indicators of perceptions of education in a modernizing welfare state, the results present somewhat of a crisis in trust of schooling. This is further underlined by the finding that individuals with lower levels of education are more discontent with recent developments in education. Of special interest is the finding that the right wing populists – often in low paid jobs – are most dissatisfied with what education can offer them. Trust in educational research – especially among those in teaching professions – is also indicating that the modernization processes in education is at work. Stated otherwise, modernization of education and schooling seems to correspond to predominant distribution of resources in society, and universalistic claims about modernization seem to be contradicted by its premises and practices. Relevance for Nordic Educational Research: There is a large need for analyzing the current political situation and its politics of knowledge and educational policies in the Swedish welfare state and in similar welfare state contexts, such as the Nordic countries.
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| 36. |
- Lindblad, Sverker, 1946, et al.
(författare)
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Transnational governance of higher education: On globalization and international university ranking lists
- 2009
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Ingår i: Popkewitz, T.,S. & Rizvi, F. (Eds): GLOBALIZATION AND THE STUDY OF EDUCATION. - Malden, Massachusetts : Wiley-Blackwell. ; , s. 180-202
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter is about globalization in higher education and how “globalism” is playing a role in stimulating university transformation around the world. Our specific focus is on international university ranking lists. Such lists are being given increasingly more space and attention in the mass media and by governments as well as by supranational organizations and the universities themselves. There has also been an increase in the number of ranking lists, each one presenting somewhat different criteria and procedures for identifying ranking positions. In this chapter we are dealing with a particular aspect of these possibly transformative powers as we consider international ranking as a specific technology of government, heavily related to the ongoing globalization of higher education. More precisely, we are describing and analyzing university ranking lists as instruments in transnational governance of higher education.
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| 37. |
- Schneuwly, Bernard, et al.
(författare)
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International Comparisons and Dynamics at the Education Policy Agora
- 2017
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Ingår i: EERA. Emerging Researchers' Conference. Copenhagen, August 2017.
-
Konferensbidrag (refereegranskat)abstract
- The seminars working hypothesis has a lot in common with the well-known hypothesis of Lyotard (1984) saying that when society alters so does the status of knowledge. Knowledge can as such be described in terms of a discourse where legitimation of different kinds of knowledge is put in the fore. This discourse of legitimating knowledge is taking place in societal systems (cf. Luhmann, 1996) where knowledge legitimates itself as well as the systems which harboring legitimacy. In this, the society-science interaction is especially important due to that it acknowledges important relations and settings of power. In the seminar, we are elaborating on how a society-science connection is portrayed in the domain of education where we note how educational knowledge and educational policy is constructed and functioning in tandem in ways similar to the Lyotard hypothesis – when educational knowledge alters so does educational policy, and vice versa. This connection is analyzed based on an analytical use of the conceptual space description of agora (Nowotny et al., 2003), where various activities takes place in which educational knowledge and policy is constructed, framed and disseminated in tandem. Based on historical and empirical investigations we state that one prevailing reasoning (Hacking, 1992, Lindblad, Pettersson & Popkewitz, 2015) necessary for educational knowledge and policy in the contemporary is the notion on comparativism where comparisons such as rankings and hierarchizations between educational systems are in focus and not the qualities of education as such. Comparativism implies a reduction of complexity which is required to maintain a system’s power capability. During the last decades, the dissemination and growth of international large-scale assessments (ILSA) represents a reduction of such complexity. The power of new algorithms and technologies for classifying educational systems at the intersection of international actors and national policy and science, is repeatedly expressed in education policy debates. The emergence of this approach to education has been noted in research (Carvalho, 2012; Grek, 2009), mostly with a focus on relations between different actors at work in different layers and in transnational governance (Ozga, 2012; Djelic & Sahlin-Andersson, 2006). However, few studies have investigated the educational activities for providing educational knowledge and how they together provide major contributions of educational knowledge. Based on such notions, the purpose is to describe and analyze comparativism in education in order to critically examine and clarify what claims and educational reasoning that are put forwards as well as implications for educational design and action. We search for answers to the following set of questions: - how to capture and analyze the emergence of a comparativistic turn in educational research and policy; - how to describe the dynamics of an agora in the making of educational knowledge staged in tandem processes in research and policy; - how do international and national settings and agents interact in educational discourses? These problematics will be elaborated on in the seminar with a specific focus on Nordic contexts (Sweden and Norway) in international perspectives. We approach the problematics by especially observe the function of ILSA in the society-science relations and how these are discussed on the agora leading to tandem processes of policy and research. With the contributions in the seminar we are in a position to highlight some of the relations on how educational knowledge is constructed, framed and disseminated as tandem processes in a situation dissolving the dichotomy of society-science by reducing some of its complexity. When doing so we have the opportunity to analyze the intersection between science and society as an important field of education. We will also raise questions on how these kind of knowledge is perceived by media and public.
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| 38. |
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| 40. |
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| 41. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Kategorier och positioner i pedagogisk genusforskning
- 2015
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Ingår i: Utbildning: Makt och politik. Sverker Lindblad och Lisbeth Lundahl (Red.). - Lund : Studentlitteratur. - 9789144076836 ; , s. 117-140
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I detta kapitel granskas tre kunskapsöversikter över pedagogisk genusforskning, två från Sverige och en från Tyskland. Genom att undersöka hur översikterna utnyttjar köns- och genuskategorier och beskriver forskningens landvinningar i sammanhanget för kunskapsöversikter, pekar vi ut några av de olika vägval och positioner som tagits. Vi visar också hur sådana positioner och vägval bereder väg för olika allianser och uppfattningar om förhållandet mellan vetenskap, politik och praktik och är något som berör oss alla.
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| 42. |
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| 45. |
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| 47. |
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| 48. |
- Foss Lindblad, Rita, 1953
(författare)
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Broar till lärarprofession
- 2009
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Ingår i: Foss Lindblad, Rita & Lander, Rolf (red.). Att säkra det osäkra. Reflektion och makt i skolans utvärdering.Lund: Studentlitteratur.. ; , s. 125-138
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 49. |
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