| 1. |
- Player-Koro, Catarina, et al.
(författare)
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TEACHING AND LEARNING IN TECHNOLOGY RICH SCHOOLS: TRADITIONAL PRACTICES IN NEW OUTFITS
- 2015
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Ingår i: The proceeds of the 2015 Education and New Developments (END) Conference, Porto, Portugal, June 27-29 2015. - 9789899938922 ; , s. 136-140
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Konferensbidrag (refereegranskat)abstract
- This paper examines the issue of technology optimism through critical ethnographic research from two years of study within four upper secondary schools in Sweden. These schools have invested in one-to-one lap-top initiatives as a claimed means to solve important problems and transform educational settings to the better based on a belief in the capacity of technology to change things in a progressive common interest. We examine the degree to which this seems to have happened. We discuss the technology optimism discourse as one that has allowed a marketization process to take over schools in the interests of corporations and examine if a process of false marketing can be said to have taken place as part of an exploitation of education in the interests of corporate profit. There is strong empirical support for this suggestion. One-to-one technology has not had strong effects on pedagogy in the two schools whilst corporations have made vast profits from the sale of computer hard- and software to schools in one-to-one and other similar ventures.
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| 2. |
- Beach, Dennis, 1956, et al.
(författare)
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Changing higher education by converging policy-packages: education choices and student identities
- 2014
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Ingår i: European Journal of Higher Education. - 2156-8235 .- 2156-8243. ; 4:1, s. 67-79
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Tidskriftsartikel (refereegranskat)abstract
- The past two decades of higher education research in Europe describe new managerial and neoliberal turns in governance policies that have brought shifts in the way institutions of higher education are defined and run, justify their existence and practices and recruit and educate students. The expansion of higher education is often lifted as a key feature and motivation of these changes and it is also used in arguments for the need to change further. The European Union Lisbon Agreement is often referenced when changes are discussed and motivated by change agents. It describes needs of effectiveness and new kinds of programmes and courses to deal with increased volume and widening participation. New demands are described as having been placed on teachers, students and leadership, including an expanded role for student choices of and in higher education. Based on ethnographic research key aspects of extended choice are examined in the present article.
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| 3. |
- Beach, Dennis, 1956, et al.
(författare)
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Equity and education in cold climates: An introduction
- 2016
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Ingår i: D. Beach and A. Dyson (Eds), Equity and education in cold climates, London: Tufnell Press. - London : Tufnell Press. - 1872767249 ; , s. 1-13
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Bokkapitel (refereegranskat)abstract
- The introduction sets the framework of the book 'Equity and Education in Cold Climates. It focuses critically on a number of themes in relation to social inclusion and equity and the book chapters. These are largely based on qualitative empirical and policy research.
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| 4. |
- Beach, Dennis, 1956, et al.
(författare)
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Equity and education in England and Sweden, tentative conclusions
- 2016
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Ingår i: D. Beach and A. Dyson (Eds), Equity and education in cold climates, London: Tufnell Press. - London : Tufnell Press. - 1872767249 ; , s. 209-223
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Bokkapitel (refereegranskat)abstract
- This chapter attempts to make tentative conclusions from the chapter contributions in the book on Equity and Education in cold climates. It addresses policies, practices and outcomes related to education equity in Sweden and England and the apparent inability of education reforms to deal with inequalities in the these countries.
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| 5. |
- Beach, Dennis, 1956, et al.
(författare)
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Power, education, democracy and structural social relations
- 2013
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Ingår i: Differentieringens janusansikte. En antologi från Institutionen för pedagogik och specialpedagogik vid Göteborgs universitet. Inga Wernersson & Ingemar Gerrbo (red). - Göteborg : University of Gothenburg. - 0436-1121. - 9789173467735 ; , s. 189-221
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
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| 7. |
- Beach, Dennis, 1956, et al.
(författare)
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The relationship between ethical positions and methodological approaches: A Scandanavaian perspective
- 2010
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Ingår i: Ethnography and Education. - : Routledge Taylor & Francis Group. - 1745-7823 .- 1745-7831. ; 5:2, s. 129-142
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Tidskriftsartikel (refereegranskat)abstract
- In this article, based on reading ethnographic theses, books and articles and conversations with nine key informants, we have tried to describe how research ethics are approached and written about in educational ethnography in Scandinavia. The article confirms findings from previous research that there are different methodological forms of ethnography there. It adds that although ethical descriptions can of course be described by using formal-philosophical ethical-typographies there is also a relationship between ethical holdings and methodological approaches. The different approaches reflect critical, feminist, interactionist and micro-ethnographic forms. The ethical types have been termed utilitarian, deontological, relational and ecological. The main conclusions are that the research we have analysed has always considered ethical issues and that these considerations often in some sense reflect national ethical guidelines from research authorities and financiers. A drift can also be discerned away from utilitarian ethics to relational and ecological thinking in accordance with methodological and ideological commitments and beliefs.
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| 8. |
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Young people and marginalisation: Young people from immigrant families in Scandinavia
- 2013
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book is the result of extensive ethnographic research that has analysed the experiences of young people from immigrant families in the Nordic cities of Copenhagen, Gothenburg and Oslo. Concepts of cultural and urban studies, sociology, education and other disciplines are used - inclusion/exclusion, territorial stigmatisation, post-colonialism and critical race theory. In many ways suburban youth are to be viewed as a class-in-itself: objectified by curricula and school practices, often vilified, downtrodden and symbolically exploited in the mainstream media and common understanding. At the same time their youth cultures evoke the other half of the Marxist class concept, the class-for-itself, in understanding youth sub-cultures as creative collective responses and resistance to a shared social situation. The hip-hop cultures of youth in multicultural areas are often postmodern in identity-play and aesthetics, but by no means de-politicised, and furthermore these youths display creativity in the social media where they challenge dominant discourses of place, identity and belonging in society. The Nordic countries are often seen as the home of egalitarianism and decent hosts of immigrants, but this book reveals a more complicated picture. Inclusion and multiculturalism may be key words in Nordic educational policy, but analyses of curricula and teaching practices show that these goals are far from realised. Curricula stress a Nordic, Western and Christian cultural heritage, school practices recommend migrants to adapt to life style of the natives and residential segregation is a central factor in mechanisms of exclusion. All major cities in the Nordic countries have immigrant-dense areas, primarily in suburbs that were originally built for the upwardly mobile native working class. This segregation means less opportunities in the educational system and it is difficult to apply for a job from ‘the wrong address’. At the same time these areas have become the nests of creative and resistant youth cultures.
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| 9. |
- 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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| 10. |
- Bagley, Carl, 1958, et al.
(författare)
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The marginalisation of social justice as a form of knowledge in teacher education in England
- 2015
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 13:4, s. 424-438
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Tidskriftsartikel (refereegranskat)abstract
- This paper utilises the analytical concepts developed in the work of Basil Bernstein to reflect on the ways in which discourses such as social justice are especially vulnerable in teacher education in England. In particular, under new-managerial regimes the forms of knowledge which are emphasised and valued focus on the instrumental and performative. As a consequence, critical and vertical forms of knowledge associated with social justice in teacher education are either absent or marginalised and reframed away from an appreciation and awareness of the structural and economic causes of inequality. Moreover, the criteria needed to effectively introduce social justice as a knowledge base in teacher education are positioned antithetically to neo-liberalism– neo-conservatism, making them arguably impossible to achieve within the current system of education in England.
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