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- 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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- Dahlström, Lars
(författare)
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An autobiographical narrative towards Critical Practitioner Inquiry and a counter hegemonic southern network
- 2016
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Ingår i: The Journal for Critical Education Policy Studies. - 2051-0969 .- 1740-2743. ; 14:1, s. 102-126
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Tidskriftsartikel (refereegranskat)abstract
- This paper is an autobiographical narrative to demonstrate how educational practices and ideas travel through time. It demonstrates how pedagogy based on solidarity and counter hegemonic ideas combined with scholastic perspectives build coherent practices in different social contexts. The work as a teacher, teacher educator, and researcher in Sweden created an experiential and scholastic foundation for a critical pedagogical perspective that was further developed in the global South. The colonial spectres are still haunting the capitalist development paradigm as a cure against poverty and so called backwardness. Furthermore, the time when education was seen as an emancipatory activity has now been replaced by the entrepreneurial saints of individualism and marketizations. In spite of the present hegemonic perspectives there is room for counter hegemonic thinking and pedagogical practices struggling for a re-emancipatory and re-enlightening vision of pedagogy. Critical Practitioner Inquiry (CPI) is one such torch in the darkness. CPI as a situationally relevant and critical version of action research was moulded in the context of the liberation struggles in Southern Africa in the 1980s. It was further developed after Namibia's independence in 1990, transferred to Ethiopia after2002, applied in Lao PDR during the years up to 2011, and recently adapted to the situation in Afghanistan. The CPI concept has been developed and adapted to situations at hand still being faithful to its basic idea of a critical perspective and solidarity. CPI can thereby avoid the dogmatic and taken for granted approaches that commonly are the characteristics of western policy ensembles exported to the global South.
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- Frånberg, Gun-Marie, et al.
(författare)
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The Rise and Fall of a Social Problem: Critical Reflections on Educational Policy and Research Issues
- 2012
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Ingår i: The Journal for Critical Education Policy Studies. - 1740-2743. ; 10:2, s. 345-362
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Tidskriftsartikel (refereegranskat)abstract
- This article examines a growing and distressing social phenomenon, namely, bullying, the historical developement, social dimensions, and political impact of which are taken into account and subjected to reflection and critical consideration. It describes both the progress of and problems with the concept of bullying. It also reflects on the research that has been done within the context of a specific research paradigm. The article ends by noting that the phenomenon still exists while the concept itself is no longer applied in Swedish laws or national curricula.
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- Jonsson, Anna-Carin, et al.
(författare)
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Reproduction of social class in teacher education : The influence of scientific theories on future teachers’ implicit beliefs.
- 2010
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Ingår i: The Journal for Critical Education Policy Studies. - : Institute for Education Policy Studies. - 2051-0969 .- 1740-2743. ; 8:2
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article was to investigate the influence of a hegemonic class concept in teacher education, more specifically, the changes in the construction of implicit theories of intelligence within future teachers when they were exposed to the scientific g-factor theory of intelligence. A 2 x 2 ANOVA (first versus last semester at the teacher education) x (experimental versus control condition) was used on 102 student teachers who had been exposed to a short vignette of the gfactor theory. Implicit theories of intelligence as fixed and innate were significantly stronger when exposed to this theory. This result was confirmed in a second study with 177 student teachers. Two 2 x 2 (fixed versus incremental) x (experimental versus control condition) ANOVAs in both mathematics and social science were conducted. When exposed to g-factor theory (experimental condition) the fixed theories increased and the incremental theories decreased in relation to both mathematics and social science.
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- Olson, Maria, 1969-, et al.
(författare)
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Citizenship formation for a new millennium in Sweden : a prognosis of our time
- 2014
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Ingår i: The Journal for Critical Education Policy Studies. - : Institute for Critical Education Policy Studies. - 2051-0969 .- 1740-2743. ; 12:2, s. 200-224
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to forecast the present situation of citizenship formation in the field of Swedish education. In highlighting trends and tendencies in the educational assignment to provide for democratic citizenship in the first decade of the 21st century, which can be characterised as lacking collective visions for change, three depictions of citizenship are prevailing: citizenship formation for deliberation, for entrepreneurship and for therapeutic intervention. These depictions are analysed in terms of the direction for action taking and attention that they stress and produce as concerns citizenship in the making. The first one, citizenship formation for deliberation, stresses an inward-looking and inward-feeling citizenship. The second one, citizenship formation for entrepreneurship, stresses an inward-looking and outward-making citizenship, and the third one, citizenship formation for therapeutic intervention, stresses an inward-looking and outward-making citizenship. Taking on this forecast, which actualises democracy as something that is already achieved as a consequence of an assumedly post political situation, we argue that citizenship as well as society itself risks being pictured as apolitical and democratically “saturated.” This situation is hazardous, we argue, as it does not open up for change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds.
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- Piper, Laurence, et al.
(författare)
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Learning for utopia: from banal to critical Work-Integrated Learning (WIL)
- 2023
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Ingår i: The Journal for Critical Education Policy Studies. - 2051-0969 .- 1740-2743. ; 21:1, s. 225-259
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Tidskriftsartikel (refereegranskat)abstract
- While long part of vocational and professional training, forms of practice-based education like Work-integrated learning (WIL) arenow spreading to academic disciplines like Political Science. The pedagogical entailed in WIL is that student learning requires the theoretical knowledge and practice of both the classroom and theworkplace, and therefore pledges better employability for graduates. At the same time, this promise entails a potential threat to disciplinesthat may call into question the assumptions of market and staterelations. The question thus emerges: is it possible to do critical WIL,and what would it look like? This paper makes a normative case that a critical WIL is both desirable and possible by turning to Hanna Arendt and Richard Turner to differentiate ‘banal’ from ‘critical’education. It further argues that any ‘critical’ educationalprogramme must be based on three principles. First, students must learn about how social systems work and how to be successful inthem, but they must also learn to critically reflect on the systemsthemselves, and to do so in normative terms linked to ending domination. Second, are students required to develop both thedispositions and attributes required for working life, and those required for acting to end domination. Finally, there must besufficient institutional independence of the programme from its partner institutions to protect the critical WIL agenda. These claims are illustrated through reference to a real-world attempt toinstitutionalise WIL in a Political Studies Masters programme inSweden.
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| 16. |
- Puaca, Goran
(författare)
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Imperatives for 'Right' Educational Choices in Swedish Educational Policy
- 2014
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Ingår i: The Journal for Critical Education Policy Studies. - : Institute for Education Policy Studies. - 2051-0969 .- 1740-2743. ; 12:1
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Abstract The present article is based on a critical semiotic investigation of the Swedish Long-Term Survey on economic development. It aims to examine how recent Swedish policy trends bring specific economic, political and social processes together to form a system of meaning for both motivation and regulation over individuals’ educational choices. What is specifically investigated is how the survey directs attention to shaping actors’ wants and decisions in relation to economically productive educational choices through information about education and employment and how education reorganization can redirect economic liabilities from the public to the individual. The particular consequences for educational choices are discussed from the concepts of righteousness, reasonableness and necessity as semantic distinctions that are used to illustrate causal claims on a policy level. The article indicates that these policies rest on apparently categorical ontological and epistemological assumptions on how to direct choices. This appears to be a complexity reduction with the attempt to imply the pre-eminence of economic meaning and motivation for people’s decisions in education and social participation. Keywords: Critical semiotics, educational choice, educational policy, communicative rationality.
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| 17. |
- Puaca, Goran, 1973-, et al.
(författare)
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Resisting consumerist rationalities in higher vocational education
- 2017
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Ingår i: The Journal for Critical Education Policy Studies. - 2051-0969 .- 1740-2743. ; 15:1
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Tidskriftsartikel (refereegranskat)abstract
- Swedish higher education policy is currently moving toward consumption ideals that focus on promoting the efficiency and economic viability of student choices. This paper scrutinizes students’ practical considerations when making decisions regarding their education and future occupations and the choice rationalities and motives that these reflect. This issue is empirically investigated via a semi-structured questionnaire (n = 322) distributed to students from seven vocational Swedish human resource management (HRM) university programs. Vocational university programs like HRM are a significant growth sector in higher education. What is unclear, however, is whether these forms of education reinforce a desired policy ambition toward consumerist subjectivity among choice agents. The results of the study do not exclusively or even primarily express consumerist subjectivity. By vitalizing Pierre Bourdieu’s term “reasonable”, an organic form of reasoning becomes apparent that does not separate intrinsic dimensions of learning, knowledge, or personal and social concerns from merit and economic compensation. Moreover, the results indicate that security and interpersonal distinctions relating to professional alignment are situated in the forefront of the expressed motives for these educational choices.
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- Tesfahuney, Mekonnen, 1957-, et al.
(författare)
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Speculative Pedagogy: Education, Entrepreneurialism and the Politics of Inclusion in Contemporary Sweden
- 2010
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Ingår i: The Journal for Critical Education Policy Studies. - Northampton : Institute for Education Policy Studies. - 2051-0969 .- 1740-2743. ; 8:2
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we focus on the consequences of economies and cultures of speculation in the field of education. Education is one of the arenas where the logics of speculation are being played out. It is argued that the major shifts in educational policy over the past decades in Sweden derive from what Ian Baucom aptly called speculative epistemologies. The field of education is contemporaneous with the wider recasting of society, economy, politics and culture that is premised on the neo-liberal calculus of accumulation and value maximization. In this context, education could be understood in terms of speculative pedagogy. Speculative pedagogy stands for education that strives to both capitalize knowledge, schooling or learning and realize immediate returns from knowledge, schooling and learning. Speculative pedagogy is used here as an umbrella concept to denote profit driven education and the various educational philosophies, theories and practices in education that are based on notion of valorization, capitalization and immediate returns to education, such that the primary role of education is reduced to augmenting marketable value (personal, economic, aesthetic, national, etc.). Following the classical logic of Game theory, speculative pedagogy is about learning how to calculate risks, under highly uncertain conditions. Trusting other players is a liability. Each player bets for him/herself, and expects everybody else to do the same. The basic idea being that one can only be a winner at the expense of others. Neo-liberal educational policies provide the necessary political and institutional environment where speculative pedagogies are enacted and can flourish.Entrepreneurship, employability and lifelong learning form key aspects of speculative pedagogy. As disciplinary technologies in education, the task of speculative pedagogies is to (re)mould individuals into calculating, risk-taking and maximizing subjects gamblers or docile and risk-taking subjects that live and act in accordance to the rules of the game. In what follows, we rely on recent developments in Swedish educational policy, to discuss the rise of speculative regimes in education. A major task of speculative pedagogy is to foster people that are attuned to the demands of accumulation by speculation on a global scale. Changes in educational policy over the last two decades in Sweden have transformed education into an arena where politics and pedagogies of speculation come into play whose primary objective is to promote ways of being and thinking, foster values and ideals based on the speculative logics of financial capitalism
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| 22. |
- Wiklund, Matilda, 1965-
(författare)
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The Media as Apparatus in the Becoming of Education Policy : Education Media Discourse During Two Electoral Periods
- 2018
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Ingår i: The Journal for Critical Education Policy Studies. - 2051-0969 .- 1740-2743. ; 16:2, s. 99-134
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Tidskriftsartikel (refereegranskat)abstract
- Understanding the media as co-producer of education policy is at the centre of this study. The media’s strong focus on education crisis in recent decades serves as a background. The aim is to investigate education discourses that are dominantly actualised in media texts during electoral periods, and to analyse how they construct education and subjectify teachers. A further aim is to be responsive to discourses that are alternative to those dominating. Theories with reference to Foucault, Deleuze and New Media Theory are used. Two text bodies from a Swedish newspaper in the electoral years of 1998 and 2014 are analysed. The findings indicate a changed media apparatus in 2014 due to digitalisation, a dichotomisation of education that increases overtime, the construction of an educational crisis evident in 1998 and despotically set in 2014, where teachers, who are positioned as heroes in 1998, are blamed and held accountable in 2014. There are some scarce and murmurs of alternative discourses in the hyper-textual media apparatus of 2014 that bring hope of a different educational policy debate to come.
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