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| 3. |
- Vaezghasemi, Masoud, et al.
(author)
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Multifaceted determinants of social-emotional problems in preschool children in Sweden : An ecological systems theory approach
- 2023
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In: SSM - Population Health. - : Elsevier. - 2352-8273. ; 21
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Journal article (peer-reviewed)abstract
- Social-emotional problems occurring early in life can place children at future risk of adverse health, social and economic outcomes. Determinants of social-emotional problems are multi-layered and originate from different contexts surrounding children, though few studies consider them simultaneously. We adopted a holistic approach by using Bronfenbrenner's process-person-context-time model as a structuring device. We aimed to assess what characteristics of families and children from pregnancy, over birth, and up to 3 years of age are associated with social-emotional problems in boys and girls. This study used regional data from the Salut Programme, a universal health promotion programme implemented in Antenatal and Child Health Care, and data from national Swedish registers. The study population included 6033 3-year-olds and their parents during the period 2010-2018. Distinct logistic regression models for boys and girls were used to assess associations between the family social context, parents' lifestyle, parent's mental health, children's birth characteristics, and indicators of proximal processes (the independent variables); and children's social-emotional problems as measured by the parentcompleted Ages and Stages Questionnaire: Social-Emotional between 33 and 41 months of age (the outcome). Overall, a less favourable family social context, detrimental lifestyle of the parents during pregnancy, and parents' mental illness from pregnancy onwards were associated with higher odds of social-emotional problems in 3 -year-olds. Higher screentime and infrequent shared book-reading were associated with higher odds of socialemotional problems. The multifaceted determinants of children's social-emotional problems imply that many diverse targets for intervention exist. Additionally, this study suggests that Bronfenbrenner's process-person-context-time theoretical framework could be relevant for public health research and policy.
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- Alexiadou, Nafsika, et al.
(author)
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Managing inclusion in competitive school systems : The cases of Sweden and England
- 2016
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In: Research in Comparative and International Education. - London : Sage Publications. - 1745-4999. ; 11:1, s. 13-33
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Journal article (peer-reviewed)abstract
- The last 40 years have seen great political attention paid to issues of inclusion in education, both from international organisations and also individual nations. This flexible concept has been adopted enthusiastically in education reforms concerned with increased standardisation of teaching and learning, decentralisation of education management, reduced teacher autonomy and marketisation of school systems. This paper draws from a research project that explores inclusion as part of the education transformations in England and Sweden. These two countries have been very different in their state governance and welfare regimes, but have been following similar directions of reform in their education systems. The paper evaluates the changing policy assumptions and values in relation to inclusion in the schooling changes of the last few decades, through an analysis of policy contexts and processes, and a presentation of selected empirical material from research in the two countries. We argue that, despite the similar dominant discourses of competition and marketisation, the two education systems draw on significantly different paradigms of operationalising inclusion, with distinct outcomes regarding equality.
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- Alexiadou, Nafsika, 1968-, et al.
(author)
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Shifting logics : education and privatisation the Swedish way
- 2019
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In: Challenges for public education. - Abingdon : Routledge. - 9781138348226 - 9780429791949 - 9781138348202 ; , s. 116-131
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Book chapter (peer-reviewed)abstract
- During the last 40 years, many countries have launched radical reforms of their public education systems in a neoliberal direction that emphasises a mixed economy of schooling. The reforms have been accompanied by discourses of ‘a crisis’ of the public sector, and shared broadly similar elements of varying degrees of decentralisation and new public management (NPM), choice, competition and the introduction of private actors and interests in public education. Much social policy and education research on marketisation reforms has focused on Anglo-Saxon countries, where institutional changes towards more choice and competition have led to a similar dismantling of the welfare state. This has included turning citizens (students, parents) into customers, with all the resulting implications for ethnically and socio-economically based differentiation (Cahill & Hall, 2014; Campbell et al., 2009; Clarke et al., 2007; Roda & Stuart Wells, 2013). However, despite the numerous similarities in the direction of education reforms, the existing literature on marketisation does not capture the peculiarities of the Nordic education policy settings, where choice and competition coexist with a strong sense of education as a public good.
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| 7. |
- Alexiadou, Nafsika, 1968-, et al.
(author)
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The boundaries of policy learning and the role of ideas : Sweden, as a reluctant policy learner?
- 2019
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In: Beyond erziehungswissenschaftlicher Grenzen. - Opladen : Berliner Wissenschafts-Verlag GmbH. - 9783847423683 - 9783847414896 ; , s. 63-77
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Book chapter (peer-reviewed)abstract
- This chapter aims to bring the study of ideas into the analysis of education policy and governance, and to explore their transfer, dissemination and feedback between the international and national policy making arenas. In a globalised education context, policy ideas about education often reflect changes in the dynamic relations between society and schooling – manifested for example in the pursuit of the knowledge economy as the future paradigm underpinning education reforms. Across Europe and other parts of the world, new policy ideas about education have driven major restructuring projects that dismantled older forms of schooling and welfare provision. Invariably, these have been replaced by new ways of defining education policy problems that draw on the market place as a new social and policy space where knowledge and policy solutions are contextualised and utilised differently to the norms of the past. The shifts in the assumptions about education policy knowledge and policy ideas, raise a number of interesting questions, such as, what produces policy changes in education systems and what is the influence of international actors? And, who are the agents of change in education reforms? Our ambition in this chapter is to connect some of these issues to the restructuring of Swedish education over the last 30 years. Sweden underwent a radical shift in the early 1990s from strong central state governing of education and very few private schools to a highly decentralized system promoting school choice and competition between public as well as private actors. Based on generous vouchers and liberal authorization rules, the private school sector expanded at a high pace, particularly in the 2000s. Allowing profit-making without demands on re-investment in schools, education has increasingly attracted large limited liability companies – something that makes the Swedish case out¬standing in an international comparison (Lundahl et al. 2013; Alexiadou, Lundahl & Rönnberg 2019). In this chapter, we discuss if and to what extent the introduction and continuation of school choice and marketization policies in Sweden were guided by policy learning from external actors, in particular supranational organizations such as the European Union and the OECD.
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- Beach, Dennis, et al.
(author)
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Spaces for influence
- 2012
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In: Cultural practices and transitions in education. - London : London: Tufnell Press. - 1872767486 - 9781872767482 ; , s. 59-71
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Book chapter (peer-reviewed)
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| 10. |
- Beach, Dennis, et al.
(author)
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Synthesis
- 2011
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In: Young people's influence and democratic education.. - London : Tufnell Press. - 1872767184 - 9781872767185 ; , s. 139-150
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Book chapter (peer-reviewed)
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