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| 2. |
- Grek, Sotira, et al.
(författare)
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Governing by inspection? European inspectorates and the creation of a European education policy space
- 2013
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Ingår i: Comparative Education. - : Informa UK Limited. - 0305-0068 .- 1360-0486. ; 49:4, s. 486-502
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Tidskriftsartikel (refereegranskat)abstract
- This paper draws on the first, completed phase of a research project on inspection as governing in three European inspection systems. The data presented here draw attention to the rather under-researched associational activities of European inspectorates and their developing practices of policy learning and exchange, and highlight their significance as contributing to an emergent European Education Policy Space (EEPS). The paper is framed by original approaches to inspection that locate it as a set of governing practices, connected to changing governing forms and the growth of networks of relationships and flows of data across Europe. Comparisons are drawn between the relationships with Europe of inspectorates in Scotland, Sweden and England, drawing on Jacobsson's conceptualisation of regulative, inquisitive and meditative governance as a framing device.
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| 3. |
- Grek, Sotiria, et al.
(författare)
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National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland
- 2009
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Ingår i: Comparative Education. - : Routledge. - 0305-0068 .- 1360-0486. ; 45:1, s. 5-21
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Tidskriftsartikel (refereegranskat)abstract
- This paper draws on a comparative study of the growth of data and the changing governance of education in Europe. It looks at data and the 'making' of a European Education Policy Space, with a focus on 'policy brokers' in translating and mediating demands for data from the European Commission. It considers the ways in which such brokers use data production pressures from the Commission to justify policy directions in their national systems. The systems under consideration are Finland, Sweden, and England and Scotland. The paper focuses on the rise of Quality Assurance and Evaluation mechanisms and processes as providing the overarching rationale for data demands, both for accountability and performance improvement purposes. The theoretical resources that are drawn on to enable interpretation of the data are those that suggest a move from governing to governance and the use of comparison as a form of governance.
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| 4. |
- Grek, Sotiria, et al.
(författare)
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Travel, translation, and governing in education : the role of Swedish actors in the shaping of the European education space
- 2022
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Ingår i: Paedagogica historica. - : Routledge. - 0030-9230 .- 1477-674X. ; 58:1, s. 32-53
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Tidskriftsartikel (refereegranskat)abstract
- Within the field of history of education, there is a growing interest in the movement of influential actors and texts that have crossed national borders. One of the main driving forces for influence, knowledge, and innovation is comparison, a tool used within the governing of education in diverse ways and with different intensities, over time, to shape education systems. This article looks beyond dichotomies such as the national versus the European or the global, in order to focus on those governing spaces and practices that lie in between bounded, predetermined, and preconceived entities and education organisations. Our locus of enquiry is education actors and their practices as they use comparison to make governing happen. The article examines the case of Swedish education (its policy actors, governing elites, and education practitioners) to examine this relation between comparison, governing, and the transnational.
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| 5. |
- Lawn, Martin, et al.
(författare)
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Europe through experts and technologies.
- 2011
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Ingår i: Fabricating quality in education. - London & New York : Routledge. - 041558342X - 9780415583428 ; , s. 32-46
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
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| 8. |
- Lundahl, Christian, 1972-, et al.
(författare)
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The Swedish Schoolhouse : a Case study in Transnational influences in Education at the 1870s World's fairs
- 2014
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Ingår i: Paedagogica historica. - Oxfordshire, United Kingdom : Taylor & Francis. - 0030-9230 .- 1477-674X. ; 51:3, s. 319-334
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Tidskriftsartikel (refereegranskat)abstract
- At the world exhibitions of the 1870s Sweden displayed a schoolhouse, with examples of teaching material and student work. How did Sweden ship an entire schoolhouse to these exhibitions? What impact did the schoolhouse have on visi- tors to the exhibition? The purpose of this article is to shed light on the transna- tional influences operating between Sweden and other countries at the world fairs of the 1870s, regarding both policy and practice formation. In this paper, we will explore the exhibited school, the Swedish schoolhouse, as a major politi- cal and educational intervention in the growing market of educational goods, into the group of advanced industrial nations, and into the space of leading edu- cation nations. The schoolhouse was internally focused while at the same time demonstrating advanced education thinking, closely linked to Sweden’s national future as a leading economy. Exhibitions were not just events or spectacles. They had effects.
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| 9. |
- Lundahl, Christian, 1972-, et al.
(författare)
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The Swedish Schoolhouse at the Centennial Exhibition in Philadelphia 1876
- 2014
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Ingår i: Education across Europe<em> </em>. - : EERA: Networks. - 9789892050270 - 9789892050263 ; , s. 95-98
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- From introduction:Just next to the entrance to the Centennial Exhibition in Philadelphia 1876, beside a Japanese bazaar and in a prominent place, stood a nicely crafted modern Schoolhouse catching the visitor’s attention. The building was built by Swedish craftsmen, from Swedish timber, in 1875 and 1876, and was Sweden’s most important contribution to the exhibition. The Schoolhouse was intended to represent the advanced education system of Sweden, and it contained Swedish objects and instruments and pedagogical materials and texts. The Schoolhouse symbolised the idea of a complete effective and efficient schoolwork system.
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| 10. |
- Lundahl, Lisbeth, et al.
(författare)
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Europeanisation of education policy
- 2002
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Ingår i: Paper presented in Network 23 at the European Conference on Educational Research, Lisbon September 11-14.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Symposium contact person: Professor Jenny Ozga, Centre for Educational Sociology (CES), University of Edinburgh OVERVIEW: The symposium looks at the topic of European integration and enlargement and considers the impact of these developments on the formation of education policy in Europe. It places this enquiry within the context of globalisation and explores the ways in which examination of the processes of Europeanization within different nation states enables better understanding of the phenomenon of globalisation. It also suggests that there may be new forms of educational governance arising in Europe that are not visible in formal mechanisms of policy making (for example legislation and regulation) but that are operating through networks and creating a new Policy Space in Europe. The symposium seeks to explore the tensions and accommodations around education policy within the nation state, through a series of papers that deal with the impact of European, and particularly EU policies on aspects of national policy. It also seeks to explore the ways in which policy is developing at a supra national level within Europe, and to consider the significance of these developments for the ways in which we theorise policy making in education, in the context of globalisation. That context has greatly enhanced the significance of education as an arena for policy, and has raised its status within the European Commission. Education policy is critical to the achievement of the key goals of promoting the knowledge economy and lifelong learning. These policy goals may be pursued in new ways; in particular through the operation of networked governance. Until recently, the scope and pace of Europeanisation has been concealed by the European Commissions evident preoccupation with the market, with law and with regulation (Banchoff and Smith 1999). However as the policy field of education has become more significant it has shifted its shape. Policy in education is no longer the concern of the nation state but provides a cornerstone for the new, and emerging Europe on which to build in competition with other strong economies (Andersen and Eliassen 2001). Lifelong learning as a policy goal is central to this new knowledge economy, and provides a distinctive mission for Europeanisation within globalisation (Shriewer 2000, Novoa 2000). As education policy becomes of greater significance in the globalised space that Castells calls the 'space of flows' (1996), so we may see new ways of connecting and shaping social practices that coexist with older regulatory forms of control. This draws our attention towards the 'policy actors' who work within national systems and across them to circulate key ideas about policy issues. These 'policy actors' are drawn from government departments, but may also work in agencies, companies, universities and the broader civil society. The key policy areas in which they are active include student mobility, harmonisation of qualifications and programmes, work and training, and new technologies of learning. The symposium sets out to explore the work of these system actors in their key policy areas, and to look at the operation of the new formal and informal networks through which they promote the idea of 'Europeanisation' of policy. We discuss, from research in our different national contexts and through studies of cross-national agencies, the ways in which the local and the national are connected to the transnational and borderless (Morrow and Torres 2000). We approach these issues from an interdisciplinary perspective that draws on policy network research within political science, as well as socio-cultural theory and cultural perspectives on national identity. In working through the symposium we will seek to clarify the operation of 'Europeanisation' and its operation through networks. We will also seek to contribute to the current debates about changes in education governance in the context of globalisation
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