| 1. |
- Beach, Dennis, 1956-, et al.
(författare)
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Equity and choice for newly arrived migrants
- 2019
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Ingår i: Neoliberalism and Market Forces in Education. - London : Routledge. - 9781138600881
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Bokkapitel (refereegranskat)abstract
- Neoliberalism and Market Forces in Education provides a wide perspective on the dramatic transformation of education policy in Sweden that has taken place during the last 30 years, with a specific focus on marketization. The marketization of education in Sweden is set in the wider international context of changes in education systems. Markets have shown themselves to be very poor arbiters of justice and equity in education. This chapter shows one example.
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| 2. |
- Beach, Dennis, 1956, et al.
(författare)
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Equity and choice for newly arrived migrants
- 2019
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Ingår i: Neoliberalism and Market Forces in Education. Lessons from Sweden.. - London, New York : Routledge. - 9781138600881
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Bokkapitel (refereegranskat)
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| 3. |
- Carlbaum, Sara, 1981-
(författare)
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School inspection and the market
- 2019
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Ingår i: Neoliberalism and market forces in education. - London : Routledge. - 9781138600881 - 9780429470530 ; , s. 199-211
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Carlson, Marie, 1950, et al.
(författare)
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Neoliberalising adult education.
- 2019
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Ingår i: In Dahlstedt, Magnus & Andreas Fejes (eds.) Neoliberalism and Market Forces in Education. Lessons from Sweden.. - Oxon & NY : Routledge. - 9781138600881 ; , s. 123-137
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Bokkapitel (refereegranskat)abstract
- By drawing on the example of how the largest study association in Sweden, the Workers’ Educational Association (ABF), successfully competed for and won a large share of adult education in Gothenburg in the early 2000s, this chapter illustrates how values previously central to ABF were reshaped. Traditionally, ABF connected to Swedish popular education traditions of ‘bildung’ and the free, broad development of knowledge searching among its participants. By entering the competition for winning bids within adult education, ABF had to reorganise in order to better adapt to the market conditions. It, therefore, created a shareholding company that would be responsible for the adult education they won through procurement in Gothenburg. This area of ABF’s activities thus had to work under the same conditions, with the same logic, as any other business, ideologically shifting the focus from a view of a broader ‘bildung’ to a narrower economic focus on employability. The chapter is based on a policy ethnography in courses for immigrants, where the researchers participated also in teaching practice. Theoretically, a narrative approach is used and especially the teachers' situation is discussed; their reflections on increased bureaucracy, to perform and demonstrate “measurable” results and difficulties in sticking to previous values and knowledge views.
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| 5. |
- Dahlstedt, Magnus, 1975-, et al.
(författare)
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Consequences of free school choice and local responses
- 2019. - 1
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Ingår i: Neoliberalism and market forces in education. - London : Routledge. - 9781138600881 - 9780429470530 ; , s. 49-62
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Bokkapitel (refereegranskat)abstract
- Swedish education policy has undergone substantial changes since the 1990s, not least providing generous opportunities to establish independent schools and to receive public funding for these. Parents and students have also been provided the opportunity to choose schools. Such reforms have made the Swedish school system one of the most market-oriented in the world. Since the early 1990s, the Swedish school system have also been highly decentralized, meaning that the main responsibility to provide education was from now on handed over from the state to the municipalities. In this chapter, we interrogate and problematize how local political actors in three mid-sized cities talk about and understand the free school choice and the relations between public and independent schools. Based on interviews with politicians, from left to right, as well as municipal officials working with education, we highlight that there is not one way of talking about and understanding these issues, but several.
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| 6. |
- Dahlstedt, Magnus, 1975-, et al.
(författare)
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Fostering entrepreneurial citizens
- 2019. - 1
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Ingår i: Neoliberalism and market forces in education. - : Routledge. - 9781138600881 - 9780429470530 ; , s. 107-122
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Bokkapitel (refereegranskat)abstract
- The focus of this chapter is the discourse of entrepreneurship education in Sweden. Drawing on a genealogical approach, the analysis draws attention to how this discourse is shaped in the curriculum today and how it has come to emerge. Focusing on two key events that constitute this discourse, responsibility and problem-solving, and tracing these events back in time, the analysis illustrates how the discourse on entrepreneurship education today shapes a specific kind of citizen, one who is responsible for themselves and who has developed a constant will and desire for learning, thus being able to adapt to the constant changing future. Such a citizen is distinctly different from the one emerging in the 1960s and 1980s, where a citizen who shows solidarity with others, and especially the weak, and who develops problem-solving skills in order to actively engage in the development of society, emerges. These results can be related to wider trends in education policy, where neoliberal rationalities have become more central, in Sweden as well as in other countries, where there has been a shift of focus, from an understanding of education as a common good, to an understanding of education as a private good.
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| 7. |
- Dahlstedt, Magnus, 1975-, et al.
(författare)
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Market forces in Swedish education
- 2019. - 1
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Ingår i: Neoliberalism and market forces in education. - : Routledge. - 9781138600881 - 9780429470530 ; , s. 1-12
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Bokkapitel (refereegranskat)abstract
- The shift towards neoliberalism in education in Sweden connects up with wider agendas promoted by influential transnational actors such as the OECD and the EU. Sweden has been quite involved in OECD activities and is part of the major assessment programme, and even though the EU does not have any mandate in terms of educational policies, its agenda on lifelong learning has been picked up and mobilised in a Swedish context. Such a lifelong learning agenda is shaped within a wider neoliberal notion of governing. Here education is seen as an investment whose rewards can be evaluated in terms of increased growth and international competitiveness. As such, the focus of education has been directed towards employability. Competitiveness thus emerges as the more or less overall objective of education to strive for. The meaning and role of education thereby changes, from being seen as a fundamental social right to being seen as a commodity, a product on the market offered to individuals in their search for skills and competences considered necessary. Such changing views of education also change the way the role of public institutions is seen – from one of planning, organising and delivering services, to one that follows up and evaluates the services provided. How did Sweden end up here? What made such developments possible? This chapter begins to answer those questions, which are then further elaborated on in the following chapters in the book.
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| 8. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Lessons from Sweden
- 2019. - 1
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Ingår i: Neoliberalism and market forces in education. - : Routledge. - 9781138600881 - 9780429470530 ; , s. 231-234
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Bokkapitel (refereegranskat)abstract
- Through the establishment of a free school choice, the right to establish independent schools, and possibilities to make profit on publicly funded schools, Sweden has developed one of the most market-oriented education systems in the world. Currently, Chile and New Zealand are two of the few countries where similarities to the extreme market orientation in Swedish education can be traced (see Chapter 5). Even the OECD have critiqued the Swedish education system for having become too market oriented, contributing to an increase in inequalities and segregation. This critique is highly interesting in that the OECD is a global organisation that for decades has been promoting a market-liberal reform agenda throughout the world. In the report Improving Schools in Sweden – an OECD Perspective, on the state of the Swedish education system, the organisation concludes:Providing full parental school choice can result in segregating students by ability and/or socio-economic background and generate greater inequities while not necessarily raising performance… . Swedish school choice arrangements do not currently have a consolidated approach to ensure equity while supporting quality. There are no clear guidelines for schools, and funding strategies do not necessarily prioritise disadvantaged students across all municipalities, possibly implying that independent schools become more selective towards more advantaged students, given the same student costs.(OECD, 2015, p. 101) The current market-oriented system in Sweden was also elaborated in the school commission, commissioned by the government, delivering its final report in 2017 (SOU 2017:35). The commission was made up of researchers, as well as representatives from teacher trade unions as well as public and independent schools, and had the task to make a complete overview of the entire education system in Sweden. At large, the commission confirms, based on existing research, the assessment made by the OECD, in terms of an extreme market orientation in 232Sweden, contributing to an increase in inequality and segregation. However, rather than suggesting a makeover of the Swedish education system, as was made in the early 1990s when the market reforms were introduced and implemented, the commission provides suggestions on how the current system could be fine-tuned. Or rather, the neoliberal ideas behind the last decades’ makeover of the Swedish education system were further reinforced by the commission.
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| 9. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Procurement as a market in adult education
- 2019. - 1
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Ingår i: Neoliberalism and market forces in education. - : Routledge. - 9781138600881 - 9780429470530 ; , s. 156-169
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter, we will focus on a less talked about education system currently used in Sweden, namely that of municipal adult education (MAE). Here, the market emerges through a system where municipalities contract private providers through public procurement. This in contrast to the voucher system and free school choice operating in the compulsory and upper secondary school system in Sweden. While the latter system positions students and their parents as customers, the former has municipalities decide if and who they want to contract. In MAE, students can choose what courses to take, but it is the municipality that decides who provides said courses. In other words, marketisation in MAE is not based on the student’s power to choose, but on the municipality’s discretion. This makes for a different type of privatisation of education that, potentially, has different consequences for those involved. In this chapter, we look at privatisation of MAE in Sweden, specifically focusing on what consequences this might have for those engaging in MAE, i.e. students, teachers and principals. Firstly, we elaborate on MAE as an institution, beginning with its history and by providing some descriptive statistics. We then explain the way procurement takes place in this context and end the chapter by providing some notes on what consequences this kind of system might have for those involved.
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| 10. |
- Forsberg, Håkan, 1981-, et al.
(författare)
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Public schools’ market strategies
- 2019. - 1
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Ingår i: Neoliberalism and market forces in education. - London : Routledge. - 9781138600881 - 9780429894022 ; , s. 15-32
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Bokkapitel (refereegranskat)abstract
- The Swedish school reforms in the early 1990s channeled all public funding for basic and secondaryeducation into vouchers that families and pupils could use for making their own choice of school. Parallelto this, private schools were allowed, competing with municipality owned schools for pupils and thefunding these vouchers represent. The reforms transformed education into a market where pupilscompete for entry into schools and schools compete for pupils. This transformation profoundly changedthe conditions for how municipalities handled their political responsibility to provide education of ‘equalquality’. In this paper, we examine the survival strategies that local school authorities employed underthe pressure of increased competition, deregulation and marketization. Our analysis is based oninterviews with senior school officials and school principals in the less wealthy southern municipalitiesofStockholm County and is underpinned by statistical data originating from Statistics Sweden. The studyshows that public school authorities were forced to adapt to a market over which they had limited control.The market reforms provided the municipalities with a contradictory role as both wardens of traditionalvalues of civic responsibility and defenders of the new school competition. This aligns with previousresearch that point to a gradual transformation of the public sector, the emphasis shifting from egalitarianand civic responsibility to producing education as a civic commodity.Auctioning out educationDiana Holmqvist1
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