| 11. |
- 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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| 12. |
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| 13. |
- Foss Lindblad, Rita, et al.
(författare)
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THE PUBLIC OPINION : ON THE MAKINGS ON MODERN EDUCATION
- 2017
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Konferensbidrag (refereegranskat)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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| 14. |
- 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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| 15. |
- 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.
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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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| 16. |
- Lindblad, Sverker, 1946, et al.
(författare)
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Delade uppfattningar i den svenska opinionen: Internationella jämförelser av skolresultat och bedömningar av skolans kvalitet
- 2015
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Ingår i: Annika Bergström, Bengt Johansson, Henrik Oscarsson och Maria Oskarson (Red): Fragment. Göteborg: SOM-institutet. - Göteborg : University of Gothenburg. - 9789189673328 ; , s. 149-162
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vi har i den här undersökningen visat att svenska folket i stort ställer sig kritiska till utvecklingen av svenska skolans kvalitet under senare år. Vid bedömningen av skolans kvalitet och de internationella jämförelsernas betydelse är skillnaderna mellan de olika partiernas sympatisörer förhållandevis små. Väljarrollen är av begränsad betydelse i båda avseendena och detsamma gäller rollen som anställd, då lärarna som direkt berörda i huvudsak gör samma bedömningar som svenska folket. Brukarna – eleverna - är dock något mindre kritiska till utvecklingen av kvaliteten i den svenska skolan. Ser vi då hur medborgarna ställer sig till de internationella jämförelserna av skolresultat som användbara mått på skolans kvalitet får vi en intressant men lite komplicerad resultatbild. För det första kan vi se att dessa undersökningar – då framför allt OECDs PISA-undersökningar – väckt stor uppmärksamhet i massmedia och då också används som argument bland politiker för att hävda att det går utför med svensk skola med hänvisning till att svenska elever presterar allt sämre i dessa underökningar. För det andra kan vi se att en ganska stor del av opinionen (drygt 40 procent) menar dessa internationella jämförelser är användbara för att bedöma skolans kvalitet, medan en fjärdedel menar att de inte är användbara och en tredjedel är osäkra. Det visar sig vid närmare analyser att den skolkritiska opinionen har tydligt delade uppfattningar om användbarheten hos dessa jämförelser. Det innebär – som vi ser det – att medborgarna använder sig av olika referenspunkter i sina bedömningar av skolans kvalitet och att de resultat av internationella mätningar som presenteras i massmedia har olika genomslag i befolkningen – vilket också återspeglas i att de har skilda betydelser inom olika sociala kategorier. Den fråga som vi ställer oss här är vilken betydelse som den här utvecklingen har för det utbildningspolitiska landskapet. Vi menar att tre punkter behöver analyseras närmare: För det första, hur fungerar de postpolitiska instrumenten i det politiska landskapet. Hur pass neutrala eller tendensiella är bruket av instrumenten som underlag för politiska diskussioner och beslut? Vi menar att våra undersökningar pekar i riktning mot att de har olika innebörder för olika delar av befolkningen – t.ex. i termer av användbarhet. För det andra, hur används dessa instrument? Vi menar här att det är viktigt att skilja mellan de olika undersökningarna och deras resultat och hur de utnyttjas. Exempelvis är det bara vissa delar av PISA-undersökningarna som används – då med förtecken av internationell konkurrens och effektivitet – medan merparten av publikationer som bygger på empiriska internationella jämförelser handlar om bildningsklyftor och frågor om brister i jämlikhet i utbildning (se Lindblad mfl. 2015). Och för det tredje – vad är det för syn på och behov av bildning och utbildning som presenteras? Efter vad vi ser är det ett särskilt sätt att se på utbildning som betonas enligt punkterna ovan. Detta innebär att viktiga utbildningsfrågor försummas – som att bilda medborgarna till kulturellt kompetenta personer i ett flerkulturellt samhälle.
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| 17. |
- 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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| 18. |
- Lindblad, Sverker, 1946, et al.
(författare)
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Svensk opinion och skolans omstrukturering: om styrning, förtroende och bedömning av kvalitet
- 2018
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Ingår i: Sprickor i fasaden. - Göteborg : Göteborgs Universitet. - 0284-4788. - 9789189673427 ; , s. 337-351
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Bokkapitel (refereegranskat)abstract
- Hur ser svenska folket på skolans verksamhet och styrning? Förtroendet för skolans verksamhet har ökat något. Däremot menar många att kvaliteten försämrats under senare år och är tveksamma till Skolverkets verksamhet men anser att internationella jämförelser är användbara för att bedöma skolans kvalitet. Hur ställer sig då svenskarna till omstruktureringen av skolväsendet i termer av avreglering, decentralisering, privatisering och marknadsstyrning? Vi finner att stora delar är klart negativa till fler friskolor och vinster i välfärden samt skolans kommunalisering, men gillar skolvals-möjligheten. Närmare analyser visar på distinkta grupperingar inom allmänheten. En gruppering utgörs av försvarare av den reformerade skolan medan en annan framstår som post-politiska kritiker som vill driva omstruktureringen vidare. Ytterligare en gruppering kan sammanfattas som besvikna försvarare av den reformerade skolan och en som oinitierade skeptiker. Troligen kan vi främst förvänta oss förändringar bland de besvikna och oinitierade.
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| 19. |
- Lindblad, Sverker, 1946, et al.
(författare)
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The Public Opinion in Sweden on Educational Restructuring and Governing by International Large-Scale Assessments : Paper presented at the Roundtable Session "Education reform and privatization in diverse contexts" at the Comparative and International Education Society 2019 meeting in San Francisco, USA
- 2019
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Ingår i: Proceedings from the Comparative and International Education Society 2019 meeting in San Francisco, USA.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study is based on an interest in the interplay between science and society, conceptualized as an agora with different positions and actors (Nowotny et al, 2001) in contextualizing and relevancing research. Our case is Sweden as a Nordic Welfare state, transforming a centralized, state-driven reformistic welfare state education system into a highly restructured system in terms of privatization, decentralization and deregulation, including school choice based on vouchers. International large scale assessments (ILSA) such as the OECD PISA studies and the IEA TIMSS program are vital in current public discourses on education, and supranational organizations such as the OECD are asked by the government advice how to deal with the problems and gaps indicated by PISA results (Lindblad, Pettersson & Popkewitz, 2018). We focus on the public opinion as part of the education agora problematic. We ask what are the views considering different aspects of school restructuring and about the uses of ILSA in governing and standardizing school? Are there groups with contradictory views and what are their locations in the social and political demography of the opinion? Data for our analyses were collected and organized by the SOM-institute at the university if Gothenburg in their annual national polls in Sweden. We put forward a set of questions on education quality and governance in the polls. A response ratio of 55 percent (n=1700 individuals) was obtained from a national sample of respondents at the end of 2017. These data are combined with data from previous studies at the SOM-institute. Considering views on schooling the trust in as an institution and in teachers is rather stable and rather high over the years, but a common view is that the quality of the school is getting worse. Considering different aspects of educational restructuring the public opinion is mostly taking a negative stance – no more privatization or profits in school business, and more of state governing. To analyze the demography of the public opinion we identified four distinct clusters: (A) supporters of reformistic welfare state schooling (34 percent), (B) disappointed supporters of welfare state schooling (15 percent), (C) uninformed opponents of welfare state schooling (n=30 percent), and (D) radical opponents of reformist welfare state schooling who instead strives for further restructuring (21 percent). Thus, the public opinion is disjointed and polarized in their views on schooling, which in turn corresponds to positions in the social structure and political preferences, where e.g. clusters C and D are to a large extent including conservatives and right-wing populists, while clusters A and B include more of social democrats and the green party. ILSA is regarded as significantly more useful for governing schooling in cluster C and most of all in cluster D. This study increase our understanding of the current education agora with a disjointed and somewhat polarized public opinon, where governing by ILSA in the current welfare state context is a position presently occupied by restructuring proponents and the political right, with its emphasis on school results, efficiency and schooling for international competition.
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| 20. |
- Lindblad, Sverker, 1946, et al.
(författare)
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The Public Opinion on Educational Qualities in Postpolitical Times: International Comparisons in Welfare State Governance
- 2016
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Ingår i: American Educational Research Association Conference Online Program 2016. - 0163-9676.
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Konferensbidrag (refereegranskat)abstract
- The case is a Nordic welfare state where governing by means of international comparisons (IC) is very important. Which educational qualities are emphasized in this “post-political” way of governing? We analyzed conceptions among citizens – to what extent is the opinion accepting governing by means of IC. We turned to a national sample of citizens (n= 1636 respondents). The opinion was divided. A large share trusted in IC and another large share did not accept their relevance. This split was related to differences in terms of gender, social position and educational level. Thus, there is no general acceptance of IC and their relevance. IC is problematic to treat as a quick fix to determine educational ambitions or strategies for educational improvement.
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