| 11. |
- Beach, Dennis, 1956, et al.
(författare)
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Changing teacher education in Sweden by inauthentic and ideological policy processes
- 2014
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Ingår i: Paper presentation at the 2014 Oxford Ethnography Conference, New College Oxford, Sept 15-18 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Most modern definitions of professions connect professional actions to scientific studies and higher education. In the present article, based primarily on a meta -ethnographic analysis of a series of policy ethnographic studies, we examine this relationship in respect of teacher education in Sweden. A 60 year period of policy writing from the 1940s onwards is discussed. Two key turns are identified. The first concerns the development of a policy series for a unified profession with a common scientific cognitive base. The second, from 2007, critiques this trajectory and turns away from unification toward a horizontal and fragmented cognitive base and a dualistic teacher education structure.Through the meta-ethnographic analysis the most recent round of policy is demonstrated to have been purely ideologically motivated, highly unnecessary and significantly inauthentic.
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| 12. |
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| 13. |
- Beach, Dennis, 1956, et al.
(författare)
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Complexities and Contradictions of Educational Inclusion. A Meta-Ethnographic Analysis.
- 2013
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Ingår i: Nordic Studies in Education. - 1891-5914 .- 1891-5949. ; 33:4, s. 254-268
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Tidskriftsartikel (refereegranskat)abstract
- Recent socio-economic changes, developments in school policy, and increased migration have added new dimensions to debates about educational inequalities. They concern one of the major challenges facing Sweden today, which is to offer all its students an equal education. What we know so far is that growing up in a disadvantaged neighbourhood with high rates of poverty, joblessness, and single parenthood are often used to explain lower levels of schooling, but that their mechanisms and interactions are not well understood. This is the focus of the present article. In it we use meta-ethnography to explore expressions about the education experiences of youths from suburban areas with high levels of unemployment and migration and educational performances lower than the national average to try to cast further light on these problems. We suggest that the common arguments used to account for the problem of school performance are strongly correlated with proficiency in the language of instruction and socio economic conditions, but that these factors cannot account for the full extent of the problem. What it means to live within specific multicultural urban contexts is important as is the segregation and media representation of these areas and those who live in them.
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| 14. |
- Beach, Dennis, 1956
(författare)
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Den nyliberala utbildningsförändringen, dess drag och konsekvenser
- 2012
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Ingår i: Forskning om utbildning och lärande. ; 8:1, s. 60-66
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Det har skett en massiv omvandling av lärarnas, andra pedagogers och andra tjänsteutövares socialt användbara arbete i europa under de senaste årtiondena. Det har skapats en objektiverad form av arbetskraft för mervärdesproduktion inom privatägda företag, med ibland allvarliga konsekvenser för dessa männi skors arbetsförhållanden, samt för utbildningens kvalitet och elevernas hälsa och lärande.
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| 15. |
- Beach, Dennis, 1956
(författare)
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Education science in Sweden: Promoting research for teacher education or weakening its scientific foundations?
- 2011
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Ingår i: Education Inquiry. - : Umeå University. - 2000-4508. ; 2:2, s. 207-220
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Tidskriftsartikel (refereegranskat)abstract
- Certain common elements can be identified regarding teacher education development in advanced knowledge-based economies. One of these is the attempt, up until relatively recently, to develop a solid foundation of scientific professional knowledge for what Basil Bernstein called the teacher education Trivium: roughly speaking, pedagogical sciences: approximately the psychology, sociology and philosophy of education. Another more recent development is to reverse this trend through a returning emphasis on academic subjects. The present article is based on an analysis of this policy trajectory in Sweden.
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| 16. |
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| 17. |
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| 18. |
- Beach, Dennis, 1956, et al.
(författare)
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From Learning to Labour to Learning for Marginality: School Segregation and Marginalisation in Swedish Suburbs
- 2011
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Ingår i: British Journal of Sociology of Education. - : Taylor & Francis. - 0142-5692 .- 1465-3346. ; 32:2, s. 257-274
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Tidskriftsartikel (refereegranskat)abstract
- In this article, using data from ethnographic research, we try to present some glimpses of the way education is described as an experience and possibility ‘from below’, by pupils who grow up and study in schools in the most segregated and territorially stigmatized suburbs on the outskirts of our major cities. What we feel they describe is an experience of schooling for surviving the social and economic consequences of curtailed citizenship in a post‐industrial society rather than one of schooling that offers possibilities of integration and full citizenship or social transformation. Our findings have significant policy implications in this respect. Sweden has historically pursued projects aimed at educational inclusion but has recently taken a significant turn toward neo‐liberalism and educational consumerism, since which time various disadvantaged groups have become increasingly concentrated compared with others in under‐achieving schools in an economically threatened public sector. The article discusses some aspects and possible consequences of this development.
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| 19. |
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| 20. |
- Beach, Dennis, 1956
(författare)
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Identifying Scandinavian ethnography: Articulating notions of theory and objectivity in the ethnography of education
- 2014
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Ingår i: A. Tervooren, N. Engel, M. Göhlich, I. Miethe und S. Reh (2014: Eds). Ethnographie und differenz in pädagogischen Feldern.. - Bielefeld : Transcript Verlag. - 9783837622454 ; , s. 119-132
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Bokkapitel (refereegranskat)abstract
- This chapter is based on a keynote lecture. It discusses the research practices and written products of researchers at departments of education in Scandinavian countries who use ethnography to conduct education research there. I exclude through this focus the work of sociologists, anthropologists, ethnologists and others who may also use ethnographic methods in educational settings as a part of their research. It makes the presentation somewhat selective, as does the limitations set by the analytical tools that I have recognized as available and what I have chosen as the important points that can be conveyed in a 60 minute talk to colleagues from Germany using the English language. The presentation is based on my readings of ethnography and a kind of meta-ethnographic analysis that departs from an assumption that by a broad reading of research followed by an attempt to identify and compare key concepts across ethnographic studies, it may be possible to develop a reasonably general synthesis that expands the scope of study beyond its restriction to individual cases. The meta-ethnographic analysis has also been complimented by interviews with Scandinavian researchers and compared to the documentations I have made of twenty years participation in the research community a researcher, examiner, writer and supervisor. In Scandinavian education ethnography the ethnographic standard of getting close to human action in a specific situation for a reasonably extensive time period is almost ubiquitous, as is an aim to describe and include insider perspectives on the activities that have been documented in order to excavate, document, describe and analyse education practices, processes and identity formations. Multiple methods are often used and a spiral of data production related to hypothesis building and theory testing is often described. There is usually a focus on one particular case (or a very limited number of strictly bounded and related cases). Research is also said to lead to further questions and new rounds of field-work rather than final definitive answers about key aspects of education culture. These ideas are recognised of course outside of Scandinavia too. Theoretical naivety is rarely adopted and several quite different theoretical positions are used for framing the work done.
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