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- Beach, Dennis, 1956
(författare)
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A problem of validity in education research
- 2003
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Ingår i: Qualitative Inquiry. - : SAGE Publications. - 1077-8004 .- 1552-7565. ; 9:6, s. 859-874
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Tidskriftsartikel (refereegranskat)abstract
- All forms of capitalism involve economic accumulation for one small group of individuals at the expense of others in processes that are therefore completely antithetical to equity and solidarity. For a sense of fairness to be maintained under these circumstances, strange things must happen to what are termed as common life values. They must begin to operate instrumentally according to principles of the market, where monetary forms of value predominate and the cultural and economic character of everyday life is disguised. This knowledge is rarely included in interpretations of education processes and outcomes in education research within capitalist societies. The argument of the present article is in the interests of education research validity as it should be.
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| 5. |
- Beach, Dennis, 1956
(författare)
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From teachers for change
- 2004
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Ingår i: European Educational Research Journal. - 1474-9041. ; 2:4, s. 411-423
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Tidskriftsartikel (refereegranskat)
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| 6. |
- Beach, Dennis, 1956
(författare)
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Mathematics Goes to Market
- 2003
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Ingår i: in Beach D., Gordon T. & Lahelma E. (eds) Democratic Education — Ethnographic Challenges. - London : Tufnell Press.
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Bokkapitel (refereegranskat)
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| 7. |
- Beach, Dennis
(författare)
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The public costs of the re-structuring of adult education : A case in point from Sweden
- 2004
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Ingår i: The Journal for Critical Education Policy Studies. - : The Institute for Education Policy Studies. - 2051-0969 .- 1740-2743. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- The present paper takes up a concrete example of education restructuring, that of adult education in Gothenburg, Sweden in recent years. This example has been studied through ethnographic data about changes to the supply of basic adult education – an education that is given to adults who have a school education below that provided by the compulsory school – and upper secondary adult education – an education at an approximately ‘A’ level and/or NVQ level. SFI education, Swedish for immigrants, has been focussed in particular. Sfi is important in relation to the restructuring in Gothenburg as this was initiated there first, based on decisions in the Gothenburg Municipal Council in 1999, near to the completion of the National Adult Education Initiative. The restructuring processes followed guidelines from the 1992 Purchasing Act and had consequences for all education suppliers, but in particular one of them, an adult education company called Studium Ltd, which was created in 2001 when the municipal adult education service (Komvux) was converted into a municipal company. Studium was the largest deliverer of adult education in 2001 but lost its contracts during tendering and is now on the brink of bankruptcy. From having had over 3000 sfi students in 2001, for which they were fully reimbursed, Studium now has less than 250 such students on role and a reduced budget for each student. As disclosed in a recent City Audit, the local tax-based economy footed the bill of the conversion processes and salary costs of under employed Studium employees. Public funds paying for the conversion of public services to private seems to be a consistent element of education restructuring according to international research.
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| 9. |
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Democratic education : ethnographic challenges
- 2003
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- The idea of democratic schooling with its emphasis on equality is seriously attacked by the marketisation of education. New policies of educational restructuring emphasise accountability and close links between school and industry, where schools and students become targets of constant evaluation and competition. This book challenges such policies and practices through analyses of their negative consequences for social justice and democracy. It explores the effects of restructuring on everyday life in schools and other educational institutions and presents analyses of how differences based on gender, social class, ethnicity, nationality and embodiment are dealt with in educational settings. The authors draw on a range of theories, including poststructuralist, postcolonial, feminist and Marxist perspectives, and the localised ethnographies are contextualised in changing educational politics. How policies are contradicted by practices is discussed in relation to the classroom, teacher education and issues of inclusion and exclusion. A critical gaze is directed at Nordic countries where restructuring processes contradict a political discourse based on equality and comprehensive education. It is the immersion in the daily life of institutions and their participants that gives ethnography a particular edge in obtaining insights into what changes and what stays the same. This book provides a looking glass into the tensions and contradictions that New Right policies have introduced in educational institutions. Actors in the field experience frustration in introducing changes and controlling the direction of those changes. It is their voices that ethnographers try to hear and disseminate. Most ethnographers do not simply tell a (more or less) gripping story about the field - they aim to analyse the practices they encounter, and endeavour to render them into analytical narratives that tell different stories than those produced through policy research or questionnaires and interviews. Although these are not necessarily better stories, we suggest that they are particularly relevant in demonstrating the organisation and practice of producing difference. (Description by the publisher).
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