| 1. |
- Eriksson, Linda, 1972-
(författare)
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Elevinflytande i gränslandet mellan didaktik och makt – en studie av undervisningspraktiken i tre grundskolor
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on student influence in the borderland between didactics and power. Student influence is ambiguous and the mission of student influence can be interpreted in different ways in Swedish compulsory schools. In the school reforms of the 1990s, the intentions of student influence, based on both moral and political as well as theoretical positions were stated. Student influence was seen as a right, as being important for education in democracy, and as a prerequisite for learning. Democracy, knowledge and learning are essentially contested concepts. As a didactic practice student influence cannot be understood as general impact through learning, nor as fully-fledged democracy. The question of the limitations of student influence is described and analysed in the thesis. The aim is to describe and critically analyse student influence as didactic practice. The research questions that have directed the study are: How is student influence expressed in three different schools, where there has been a particular ambition to implement student influence? What prerequisites are given for student influence in the way teaching is organised and carried out?What possibilities and constraints (conditions) appear, from the perspective of didactics and power? A fourth question links together the empirical study with the problem of the limits of student influence: Can a didactic model be designed for student influence as didactic practice, and if so, how? The study was conducted using an abductive approach and strategy, and with a point of departure in critical realism as scientific approach. Three primary schools, with the particular ambition of implementing the mission of student influence, were studied through a multiple case study design. The empirical material was produced using ethnographic methods. The a didactic framework is used for description, whilst a sociological concept of power has contributed to the construction of analytical tools. Using ‘order’ and ‘renegotiation’ as analytic tools, the conditions for student influence on how teaching is organised and carried out, are described. Responsibility and transparency are tested as conditions, in order to answer the question of possibilities and constraints from the perspective of didactics and power. The analysis of teaching practice in the three schools shows that student influence is complex, and that it has to be understood as local bound and situationally. This impacts on the possibility of understanding its limitations. The results show that experiences and interests of students can concern motivating them to work, adapting teaching to different learning styles, or that the teachers pay attention to their expressions to fostering more generally. Furthermore, all models of democracy, and of different approaches to learning and knowledge are visible in the schools. The importance of classroom discussion for student influence needs to be illuminated, and the distinction between didactic considerations, and what could be understood as unwarranted power. The results are discussed in relation to issues of learning theory and curriculum theory, as well as to ideals of democratic education, to understand the limits of student influence. A didactic model, with three conceptual tools that enable repeated questioning of the limits of student influence, is proposed.
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| 2. |
- Ozga, Jenny, 1956-, et al.
(författare)
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Introduction
- 2011
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Ingår i: Fabricating quality in eudcation. - London & New York : Routledge. - 9780415583428 ; , s. 1-8
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Carlaum, Sara, et al.
(författare)
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Skolinspektion som styrning
- 2014
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Ingår i: Utbildning och Demokrati. - Örebro. - 1102-6472 .- 2001-7316. ; 23:1, s. 5-20
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Tidskriftsartikel (refereegranskat)
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| 13. |
- Lawn, Martin, et al.
(författare)
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Europe through experts and technologies.
- 2011
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Ingår i: Fabricating quality in education. - London & New York : Routledge. - 041558342X - 9780415583428 ; , s. 32-46
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 14. |
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| 17. |
- Lindgren, Joakim, 1971-, et al.
(författare)
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Professional responsibility and accountability? : Balancing institutional logics in the enactment of new regulations and practices against bullying and degrading treatment in Swedish schools
- 2018
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Ingår i: Nordic Studies in Education. - : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; 38:4, s. 368-385
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Tidskriftsartikel (refereegranskat)abstract
- This article reports an investigation of new forms of work against degrading treatment in Swedish compulsory school. It focuses particularly on how four schools in one municipality enact the far-reaching reporting obligation. The study is theoretically informed by institutional theory and theories on teacher professionalism, and is empirically based on interviews with teachers, head teachers, school health staff, and municipal officials, as well as analysis of policy documents and local statistics. The results show that legal regulation produces institutional complexity that creates tensions between the logic of accountability and the logic of professional responsibility, balanced by school actors in their everyday work.
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| 20. |
- Morssy Berglund, Maude, 1956-
(författare)
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Mentalitet, pedagogik, historiskt minne : Om utbildningens samtida villkor och processer
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis attempts to highlight the contemporary conditions and processes of education in order to define what kind of education dominates the 21st century School. What mentality and pedagogy are governing the design of the 21st century School? How can the historical perspective help to explain the conditions and processes in contemporary education? This thesis studies these questions by analyzing and interpreting active educational discourses from the beginning of the 21st century. The study is based on critical hermeneutics. The concepts are mentality, inherent pedagogy and historical memory. The material underlying the study consists of 351 news articles about education in the Swedish newspaper Västerbottens-Kuriren. The interpretation process has been carried out at different stages, in order to describe, explain and understand active educational discourses. This interpretation applies three complementary methods - text analysis, hermeneutic interpretation and critical discourse analysis. The findings indicate a mentality containing three main trends – equal togetherness, independent learning and independent freedom of choice, which arises from an inherent pedagogy containing two main trends - competence-developing and a performance-enhancing process. The contemporary mentality and pedagogy are emerging in the gap between Piaget´s and Skinner's educational ethos. At a shorter historical perspective, mentalities in the 1990s bear major structural similarities to the mentalities formed in the 21st century. In parallel, inherent pedagogy in the 1990s shares less structural similarities to the pedagogy formed in the 21st century. At a longer historical perspective, one will notice major structural similarities between the 18th century and the 21st century. What distinguishes one period from another is that the 18th century was a class society with teachers who had low ambitions, whereas the 21st century is a democratic society with teachers who have high ambitions. What unites the periods is that both the 18th and the 21st centuries witnessed great spatial and economic change. They are centuries of coercion and competition as well as centuries of freedom. In addition, they share the qualities of distance and control, and they both treat children as adults. Finally both centuries face unfinished policies with contradictory trends. From a media perspective, the debates from the 1990s and the editorials and facts from the 21st century news articles bear no similarities in terms of ideological positions on education.
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| 23. |
- Olofsson, Anders, 1952-, et al.
(författare)
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Research evaluation consequences – a Swedish local example
- 2014
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Konferensbidrag (refereegranskat)abstract
- The paper aims at exploring a local evaluation exercise of educational research as an example of attempts to adapt the forces for a change towards Anglo Saxon political thinking and culture regarding research and politically initiated research evaluations in the name of “international quality”. It emphasise research outcomes in terms of impact as outputs in number of publications with societal relevance and innovation potentials. The study is descriptively based on evaluation theory (e.g. Franke-Wikberg & Lundgren 1980; Owen with Rogers 1999). Analytically Hofstetter and Schneuwly (2002) is used as a resource for discussing the research evaluation in relation to the local and national character educational research seems to have, at least within the European countries. Further Dahler-Larsen’s concept ‘constitutive effects’ (2013) is used to explore possible consequences of this local research evaluation.
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| 24. |
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| 25. |
- Ozga, Jenny, et al.
(författare)
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Central-local relations of governance
- 2011
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Ingår i: Fabricating quality in education. - London & New York : Routledge. - 9780415583428 ; , s. 107-126
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 26. |
- Ozga, Jenny, et al.
(författare)
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Europe in translation
- 2011
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Ingår i: Fabricating quality in education. - London & New York : Routledge. - 9780415583428 ; , s. 76-82
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 27. |
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| 28. |
- Ozga, Jenny, et al.
(författare)
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Neo-liberal agenda(s) in education
- 2014
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Ingår i: Governing by Inspection. - London : Routledge. - 9781138796058 ; , s. 27-37
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 29. |
- Ozga, Jenny, et al.
(författare)
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The governance turn
- 2011
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Ingår i: Fabricating quality in education. - London & New York : Routledge. ; , s. 85-95
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 30. |
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| 31. |
- Rönnberg, Linda, 1977-, et al.
(författare)
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In the public eye : Swedish schoolinspection and local newspapers: exploring the audit–media relationship
- 2013
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Ingår i: Journal of education policy. - : Taylor & Francis. - 0268-0939 .- 1464-5106. ; 28:2, s. 178-197
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on the dual dependencies apparent at the intersection of the media society and the audit society by empirically exploring and discussing the relationship between Swedish local newspaper coverage and school inspection activities. The research questions pertain to the Inspectorate’s media strategy, how inspection is represented and conveyed, the messages sent, and who gets to speak. Literature on governance, and the role and function of the media in the wider audit society is applied theoretically. Four municipalities were selected to represent different demographical and economical structures and previous inspection experiences. The empirical material includes interviews with leading inspection officers and newspaper articles. The local newspapers portray the Inspectorate as a legitimate institution acting on behalf of and protecting the public, and even more so, the educational consumer. The current format used by the Inspectorate – a succinct reporting only on deviations – links with a favored format of the media, reinforcing the tight media–inspection relationship and leading to implications for education governance and policy
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| 32. |
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| 33. |
- Segerholm, Christina, 1956-, et al.
(författare)
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Changing evaluation systems – changing expectations? The case of Swedish higher education
- 2014
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Ingår i: Symposium Governing by Expectations: School Inspection and Evaluation across Europe and Beyond.
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Konferensbidrag (refereegranskat)abstract
- As a part of the ‘audit society’ (Power 1997), the idea of systematic evaluations is strongly promoted in contemporary education policy (Ozga et al. 2011). Higher education is not an exception and European policy like the Bologna declaration and the development of common quality indicators are just a few examples. Looking at the national arena, this paper aims at exploring the relation between evaluation systems in Swedish higher education and governing from 1993 and onwards. Theoretically we recognize the dynamic relationship underling both institutional reproduction and change (Mahoney & Thelen 2010). Evaluation systems may change gradually or more dramatically and these dynamics hold implications for governing and for how we can understand expectations of what is to count as, for instance, as ‘good quality’ Hopmann et al. 2007). Official policy texts are used and a qualitative content analysis (Bergström & Boréus 2005) is performed, guided by questions like: What is evaluated? Why? By whom? How? With what consequences? The results suggest that the governing potential in the evaluation systems in higher education in the Swedish case partly relies on the shifts themselves. By constantly changing the systems, expectations are also changed and form one important part of the work of governing.
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| 37. |
- Segerholm, Christina, 1956-, et al.
(författare)
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Evidence-Based Governing? : Educational Research in the Service of the Swedish Schools Inspectorate
- 2022
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 66:4, s. 642-657
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Tidskriftsartikel (refereegranskat)abstract
- The rise in the use of scientific evidence as a basis for educational policymaking has been a noticeable feature globally. In this study, we describe and discuss how educational research is used to make policy and governing evidence-based. To illustrate this, we use the Swedish Schools Inspectorate (SSI) as a case and focus on two of the processes it performs: regular supervision and quality audit. We present interviews with inspection personnel and researchers involved in these processes along with observations and documents. Our case description shows that despite the SSI's efforts to base its work on knowledge (evidence) gained through educational research, it also had to use both embodied and enacted forms of knowledge. Research knowledge was chosen and redrafted to form a unified picture of how to act in educational practice, thus giving the work of school inspection a governing power that legitimises and sustains particular national policies.
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| 46. |
- Segerholm, Christina, 1956-
(författare)
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The quality turn : Political and methodological challenges in contemporary educational evaluation and assessment
- 2012
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Ingår i: Education Inquiry. - Umeå universitet. - 2000-4508. ; 3:2, s. 115-122
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In December 1972 a group of scholars engaged in educational evaluation and curriculum reform assembled, in what was later to be called the Cambridge conference, to challenge what they viewed as the then “traditional style of evaluation” (MacDonald & Parlett 1973:74). Their aim was to develop guidelines for the future of educational evaluation, and to challenge the traditional evaluation style. In the present policy context, it is instructive to revisit the manifesto that summarised this conference MacDonald & Parlett 1973) to see what these scholars wanted to challenge, what they viewed as problematic and what they wanted to promote.
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| 48. |
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| 49. |
- Simola, Hannu, et al.
(författare)
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Governing by numbers : The rise of data in education
- 2011
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Ingår i: Fabricating quality in education. - London & New York : Routledge. - 9780415583428 - 9780203830741 ; , s. 96-106
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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