| 1. |
- Bergstrand, Ulrika
(författare)
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Styrning och re-kontextualisering av värden i utbildningspolicy på nationell och lokal nivå
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this study, governing as re-contextualization of values in Swedish educational policy has been described and analyzed. Two levels have been central to the study: the national level, in the form of the Swedish Schools Inspectorate's (SSI) survey to school personnel, and the municipal level, examined by interviews with superintendents in sparsely populated and rural areas. Three qualitative content analyses were performed, in two of which Rokeach’s theory of values as desirable actions and goals was used. The results presented that the dominant policy goal and the value expressed was that schools should promote students' knowledge, which is in line with the values underlying the PISA survey. The SSI survey expressed that schools should be quality assured to enhance students' knowledge development. Desirable actions to achieve this were: the principals evaluating, the teachers adapting to individual students, strengthening an environment conducive to learning with codes of conduct, and the guardians being informed about their children’s development. However, the superintendents expressed a lack of competence and qualified teachers for equivalent assessments, a need to upskill teachers, and that the information to the guardians did not always reach them. The study also showed an expressed value to include all students in teaching, which is in line with the values underlying the Salamanca statement. The SSI survey expressed this value as the students' participation in individualized teaching, an increased efficiency in special support, a socialization through codes of conduct, and that the students should know their rights. The superintendents expressed this value as motivating students, particularly boys, to study, adapting education for students in need of special support, preventing violations of newcomers, addressing girls' mental health, and the strengthening of democratic attitudes. In summary, the study shows that the values at the national level promoted increased individual rights, while at the local level, the values were expressed as a need to increase democratic values. Nonetheless, the values underlying the education of democratic citizens in sparsely populated and rural areas cannot be considered a closed chapter, even though policies at the national level continue to emphasize the values of promoting students' development of knowledge and their individual rights.
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| 2. |
- Vikström, Emma, 1987-
(författare)
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Skapandet av den nya människan : Eugenik och pedagogik i Ellen Keys författarskap
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The Swedish author and educator Ellen Key (1849–1926) became one of the most prominent writers on educational matters in Europe at the turn of the 20th century following the publication of The Century of the Child in 1900. It is less widely known, however, that the pioneer of progressive education and children’s rights also advocated the improvement of humanity through eugenics, and publicly endorsed the foundation of the Swedish Institute for Racial Biology in 1921. In previous research, Key’s stance on eugenics has been explained by her evolutionist worldview, influenced by her reading of scientists and philosophers such as Francis Galton (1822–1911) and Herbert Spencer (1820–1903). But can her support for eugenics solely be reduced to the influence of these and other authors? And what role did eugenics play in her educational thinking?These issues are addressed in this thesis, which aims to show how Key strived to create a new kind of human being by consolidating eugenics and education in her work. The analysis identifies several dichotomies that were vital to Key’s knowledge production on eugenics and education: evolution/degeneration; nature/nurture; body/soul; sense/sensibility; and individual/society. These concepts form the thematic structure of the thesis and point to a central finding; namely, that Key’s desire to dissolve such dichotomous thinking is a crucial component in understanding how she combined eugenics and education, as two means to the end of creating a new kind of human. The analysis also demonstrates that Key did not merely adopt the knowledge of others but developed her own ideas on eugenics that even induced two British eugenicists to consider the importance of love in human betterment. Finally, this study illustrates how eugenics was integrated into Key’s pedagogy as part of her educational aim, proposed learning content and ideas about socialisation. In conclusion, the thesis contributes to a discussion of the aim of the educational endeavour to create a better human and the use of pioneers in educational sciences today.
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| 3. |
- Mörtsell, Sara, 1982-
(författare)
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Maintaining teaching : exploring te(a)ch-abilities with actor-network theory
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis investigates everyday teaching with digital technology during the Covid-19 pandemic in 2020 and 2021. The pandemic was one of the world’s largest disruptions to everyday education with both health and education at stake. With the pandemic control measures affecting upper secondary education in Sweden, gathering in the classroom cannot be taken for granted and digital technologies accelerated and intensified everyday practices. The aim is to explore the relation of teaching and digital technology. How can we understand the ways in which digital technology and teaching become jointly experimented with to cope with pandemic uncertainty?With an Actor-Network theory (ANT) approach, the thesis puts emphasis on how everyday teaching holds together at the pandemic intersection of routine and breakdown. The everyday teaching practices during the pandemic is an empirical focal point for inquiry into how they become enacted and, secondly, what the implications are for knowledge production when examining this novel educational practice with ANT’s relational materialism. To answer these questions, ethnographic methods are used with an upper secondary school in Sweden from May 2020 to June 2021. The fieldwork consists of empirical engagements in school visits, interviews, and online observations. In line with recent ANT scholarship, the methodological approach is articulated as a care-ful methodology. It implies tracing vulnerable and stable relations that enact sociomaterial practice and acknowledging cuts and becoming.The results show how a manifold of more-than-digital practices enact everyday teaching. The included studies in the thesis examine attendability and mundane rituals, lesson enactments of scheduling practices, and digital platforms that co-produce specific practices while obscuring others. Teaching in the pandemic challenges taken-for-granted notions of a rapid transition to distance and online teaching. By surfacing neglected aspects of everyday teaching with digital technology the thesis discusses how ‘digitalisation of teaching’ erases the local work of everyday teaching as an equipped practice. In conclusion, the proposal is made that maintaining teaching takes into account the materiality, abilities, care, and vulnerabilities that enact everyday teaching.
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| 4. |
- Mörtsell, Sara, 1982-
(författare)
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Maintaining teaching : exploring te(a)ch-abilities with actor-network theory
- 2024
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis investigates everyday teaching with digital technology during the Covid-19 pandemic in 2020 and 2021. The pandemic was one of the world’s largest disruptions to everyday education with both health and education at stake. With the pandemic control measures affecting upper secondary education in Sweden, gathering in the classroom cannot be taken for granted and digital technologies accelerated and intensified everyday practices. The aim is to explore the relation of teaching and digital technology. How can we understand the ways in which digital technology and teaching become jointly experimented with to cope with pandemic uncertainty?With an Actor-Network theory (ANT) approach, the thesis puts emphasis on how everyday teaching holds together at the pandemic intersection of routine and breakdown. The everyday teaching practices during the pandemic is an empirical focal point for inquiry into how they become enacted and, secondly, what the implications are for knowledge production when examining this novel educational practice with ANT’s relational materialism. To answer these questions, ethnographic methods are used with an upper secondary school in Sweden from May 2020 to June 2021. The fieldwork consists of empirical engagements in school visits, interviews, and online observations. In line with recent ANT scholarship, the methodological approach is articulated as a care-ful methodology. It implies tracing vulnerable and stable relations that enact sociomaterial practice and acknowledging cuts and becoming.The results show how a manifold of more-than-digital practices enact everyday teaching. The included studies in the thesis examine attendability and mundane rituals, lesson enactments of scheduling practices, and digital platforms that co-produce specific practices while obscuring others. Teaching in the pandemic challenges taken-for-granted notions of a rapid transition to distance and online teaching. By surfacing neglected aspects of everyday teaching with digital technology the thesis discusses how ‘digitalisation of teaching’ erases the local work of everyday teaching as an equipped practice. In conclusion, the proposal is made that maintaining teaching takes into account the materiality, abilities, care, and vulnerabilities that enact everyday teaching.
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| 5. |
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| 6. |
- 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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| 7. |
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| 8. |
- López, Cristina Alarcón, et al.
(författare)
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Dancing with Covid : Choreographing examinations in pandemic times
- 2021
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 20:4, s. 403-422
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we explore the improvisations made in examination practices in higher education during the pandemic of 2020. Drawing on STS, we start from the theoretical assumption that examinations constitute an obligatory passage point in universities and colleges: a sacred point which students need to pass if they want to gain recognized qualifications. We base our analysis of higher education examinations on cases from six countries around the world: Australia, Belgium, Chile, India, Sweden and the UK. We use the analytical heuristic of choreography to follow the movements, tensions and resistance of the 'emergency examinations' as well as the re-orderings of actors and stages that have inevitably occurred. In our analytical stories we see the interplay between the maintenance of fixed and sacred aspects of examinations and the fluidity of improvisations aimed at meeting threats of spreading Covid-19. These measures have forced the complex network of examinations both to reinforce some conventional actors and to assemble new actors and stages, thus creating radically new choreographies. Although higher education teaching and didactics are being framed as a playground for pedagogical innovation with digital technologies, it is clear from our data that not all educational activities can be so easily replicated.
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| 9. |
- Lundahl, Christian, Professor, 1972-, et al.
(författare)
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Betyg i årskurs 4 : Ett forskningsunderlag om bedömningspraktikerna på skolor som deltagit i försöksverksamhet med tidig betygssättning
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Detta är en slutrapport från en studie av försöksverksamheten med betyg från och med årskurs 4 (Skolverket, dnr 2.7.4-2017:1244). Rapporten är tänkt att utgöra underlag för Skolverkets samlade analys och bedömning av försöksverksamheten med betyg från årskurs 4. Försöksverksamheten genomfördes mellan åren 2017–2021. Syftet med studien är att beskriva hur bedömningspraktiken såg ut på fem av de skolor som deltog i försöksverksamheten mellan år 2017 - 2020 samt på två referensskolor. I rapporten beskrivs förändringar i respektive skolas bedömningspraktik under dessa år. Utöver detta redovisas resultaten av jämförande analyser där olika teman blir belysta såsom de framträtt på de olika skolorna. De data som ligger till grund för analysen baseras i huvudsak på intervjuer med elever, lärare, speciallärare, specialpedagoger och ansvariga skolledare. Dessa data har samlats in i två omgångar, dels under vår- och höstterminen 2018 dels under läsåret 2019/20. Studiens kunskapsbidrag avseende skolors betygsättning och bedömningspraktiker kan även vara av intresse för beslutsfattare, huvudmän och skolpersonal.
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| 10. |
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