| 1. |
- Sharif, Hassan, et al.
(författare)
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Schools beyond ethnicity
- 2007
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Ingår i: La formación de profesores en Suecia y Argentina. - Buenos Aires : Universidad Nacional de Mar del Plata, Facultad de Humanidades. - 9789875442146 ; , s. 195-206
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
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| 3. |
- Sahlén, Patric
(författare)
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Interkulturell undervisning
- 2000
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Ingår i: I & M : invandrare & minoriteter. - 1404-6857. ; :4, s. 13-15
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 4. |
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| 5. |
- Sahlén, Patric
(författare)
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Skolinspektionens konstruktion av skolan som realiseringsarena
- 2022
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Ingår i: Utbildning och Demokrati. - Örebro : Örebro universitet. - 1102-6472 .- 2001-7316. ; 31:2, s. 29-49
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Tidskriftsartikel (refereegranskat)abstract
- School inspection is a re-formulation of education as a realization of the school policy. When the Swedish Schools Inspectorate assesses schools’, they in practice formulate a new policy. By using the concept of a realization arena and analyzing quality audit reports, I intend to study how the Swedish Schools Inspectorate constructs its audit object and its consequences. In this study I assume a discursive approach. In the Inspectorate’s construction, the student is only expected to receive the stipulated knowledge and consume teaching. It is the teacher’s job to sell and adapt the presentation of the material to the students.
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| 6. |
- Sahlén, Patric, et al.
(författare)
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Teachers’ work in the Swedish School Inspectorate’s quality audits in a time of accountability
- 2020
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Ingår i: Teaching and Teacher Education. - : Elsevier BV. - 0742-051X .- 1879-2480. ; 96
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how the teacher is positioned and legitimised in the Swedish Schools Inspectorate’squality audit reports. Using Foucauldian discourse analysis, two main subject positions are identified:activity-based subject positions where the teacher is constructed as an active actor, and competence- and responsibility-based subject positions where the teacher is constructed both as important for the students’results, and as an individual in need of guidance. The teacher is positioned as a professional with limited competence. The reports show ambivalence regarding teachers’position, which could be considered as delegitimising the teaching profession.
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