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- Henning Loeb, Ingrid, 1962, et al.
(author)
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‘Clear educational routes’: An example of conservative modernization in Swedish upper secondary schools
- 2015
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In: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 13:7, s. 854-869
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Journal article (peer-reviewed)abstract
- This article concerns the development of education for young students in Sweden who do not attend regular pathways in upper secondary education, and analyses the changes of educational policy and the organizing of teaching for this group of students. The centre of interest is the upper secondary educational reform carried out in 2011. With this reform, a structure of five ‘clear educational routes’ was established for students who did not fulfil the eligibility requirements for the regular programmes. We show how, since the reform of 2011, two diverse national policies have co-existed regarding the organizing of studies for students outside the regular programmes: on the one hand a policy with imperatives of clarity, and on the other hand indistinct guidelines and with delegation. A survey of municipalities in two districts on the local organizing of the introductory programmes provides results. In this new era of ‘clear educational routes’ an increasingly differentiated, ambiguous and fragmented upper secondary school system is taking shape.
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- Henning Loeb, Ingrid, 1962, et al.
(author)
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Framgångsrika lärmiljöer som handlingsnät
- 2014
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In: Resultatdialog 2014. - Stockholm : Vetenskapsrådet. - 9789173072472 ; , s. 69-77
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Book chapter (other academic/artistic)
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- Henning Loeb, Ingrid, 1962, et al.
(author)
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Internal marketisation and teachers defending their educational setting – Accounting and mobilisation in Swedish upper secondary education.
- 2011
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In: Education Inquiry. - 2000-4508. ; 2:4, s. 619-636
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Journal article (peer-reviewed)abstract
- The article shows how, today, internal marketisation processes are intrinsic to Swedish educational municipal managerialism, and how accounting practices are continual, frequent and dispersed and part of teachers’ professional work. A case study is presented as an outline of a teacher teams’ response to an accounting request and their mobilisation to defend their pedagogic activity for pupils ineligible for regular upper secondary education. The accounting response involves translating, collective editing and inscribing the pupils and the pedagogical activity. We show how teachers have become skilled practitioners of accounting practices. Our case provides an empirical example in line with research on performance management: there is no possibility for teachers not to involve themselves in the techniques in use and employing the right signifiers when defending their pedagogical activity. As accounting practices are dispersed and teachers have acquired accounting skills, the practice of accounting is continuously reinforced and strengthened.
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- Henning Loeb, Ingrid, 1962, et al.
(author)
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Introduktionsprogrammen i gymnasieskolan
- 2015
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In: Lindblad, S. & Lundahl, L. (red.). Utbildning - makt och politik.. - Lund : Studentlitteratur. - 9789144076836 ; , s. 81-96
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Book chapter (other academic/artistic)
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- Henning Loeb, Ingrid, 1962, et al.
(author)
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Synlig pedagogik och subtila interaktionsmönster: fallstudier av framgångsrik undervisning vid IV och IM
- 2014
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In: Utbildning och Demokrati. - 1102-6472. ; 2014:2, s. 71-91
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Journal article (peer-reviewed)abstract
- Visible pedagogy and subtle interactions. Successful teaching in upper secondary education for students not eligible for regular programmes. In this article, two examples of teaching for students not eligible for regular programmes in Swedish upper secondary education are analysed. These were selected as they are representative of teaching that the students have spoken highly of. A theoretical point of departure are theories of organizing which focus on connections of actions and institutionalized patterns. Institutionalized patterns of visible pedagogy with strong classification and strong framing (cf. Bernstein 1975) are identified. However, the two examples also show other more subtle interactions. These are analysed and shown to be of importance with the help of concepts from John Dewey (1916) and his emphasis on the role of communication and interaction in the educational process.
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- Lumsden Wass, Karin, 1969, et al.
(author)
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E som i evidensbasera
- 2007
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In: I A. Björnsson & B. Rombach (red.) Tidens tecken. Svenska Humanistiska Förbundets skriftserie 121. - Stockholm : Santérus Förlag. ; , s. 48-54
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Book chapter (other academic/artistic)
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- Lumsden Wass, Karin, 1969, et al.
(author)
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Konsten att styra genom ett utvärderingsformulär
- 2009
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In: Foss Lindblad, Rita & Lander, Rolf (red). Att säkra det osäkra. Reflektion och makt i skolans utvärdering. - Lund : Studentlitteratur. - 9789144018645
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Book chapter (other academic/artistic)
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| 20. |
- Lumsden Wass, Karin, 1969
(author)
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Om födelsen av en ny vuxenutbildningspolitik
- 2006
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In: Larsson, S. & Olsson, L-E. (red). Om vuxnas studier. - Lund : Studentlitteratur. - 9144029357 ; , s. 45-68
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Book chapter (other academic/artistic)
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- Lumsden Wass, Karin, 1969, et al.
(author)
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The organizing of "different educational needs" and "clear educational routes" for students not eligible for national programs. Analysis of varieties in Swedish upper secondary education.
- 2013
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In: The 41st Annual Congress of the Nordic Educational Research Association. 7-9 march 2013 in Reykjavik..
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Conference paper (peer-reviewed)abstract
- Since the early 1990s, Swedish upper secondary education has been organized in three-year national programs, with eligibility requirements from compulsory school. Students who did not fulfill these requirements attended the so-called Individual program. The program had several objectives, and included a myriad of educational arrangements and local ‘packages’ for students who for various reasons did not attend a national program. As formulated by Skott (2007) the Individual program was a concrete answer to the differentiation question concerning the upper secondary school. In 2011, a major reform of upper secondary education was launched – GY2011, including a restructuring of education for students without qualification for national programs into five introductory programs: “The introductory programmes should give students who are not eligible for a national programme an individually adapted education, which satisfies students’ different educational needs and provides clear educational routes. The introductory programmes should lead to establishment on the labour market and provide as good a foundation as possible for further education” (The National Agency for Education, 2012, p. 30). The research presented in this paper is based on a project financed by the Swedish Research Council, in which we have studied the organizing of the Individual program and followed the process of the re-organizing into the five programs of today. Theoretical framework has been organization theory as outlined by Czarniawska (2004, 2008) as a theory of action nets. This approach has methodological implications and our studies have been conducted as field studies. Although the national ambition of “clear educational routes” with the Introductory programs, the allocation of economical resources is not defined, but is up to the municipalities to decide upon. The purpose of this paper is to describe and analyze how the allocation of economical resources together with labeling of students have become a prominent part of the local administration of the Introductory programs. Our results show local variation, and we identify different principles for ‘labeling’. This is of import as students in Introductory programs cannot attend education outside the municipality and the questions of individual needs and clear educational routes are handled very differently by the municipalities.
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- Papadopoulos, Dimitrios, 1983, et al.
(author)
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Individualisation in the making: policy complexities and tensions of the Municipal Adult Education in Swedish for Immigrants
- 2019
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In: ESREA 9th Triennial European Research Conference, 19-22 September 2019, Belgrade, Serbia.
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Conference paper (other academic/artistic)abstract
- Municipal adult education in Swedish for Immigrants (SFI) is a program expected to serve different purposes on the political, integrative, and educational level. The multifaceted character of SFI creates challenges that have been addressed by a substantial number of studies. Major policy bodies, such as the program syllabus and the latest state evaluation, emphasise individualisation as an effective response to challenges and identify it, among others, with the application of certain methods and tools on behalf of the teachers (e.g., the use of Individual Study Plans), the absence of which leads to reduced quality and is followed by negative outcomes on different levels. Nevertheless, previous research has shown that this line of argumentation ascribes teachers with a disproportionate burden of responsibility, as individualisation is conceptualised in a top-down manner, assuming pre-existing problems that policy is bound to address and a certain type of rationality for teachers as policy implementers. The paper argues for the need to problematise individualisation as a complex concept, i.e. as an element that both defines the conditions within which SFI is to take place and, most importantly, may potentially go against pre-existing values and practices, pose ethical and ideological challenges to teachers, and require a new sort of teacher competence. By employing Cultural Historical Activity Theory (CHAT) we adopt the view of society as a unit of numerous interacting activity systems. Key policies from different periods of the national Swedish and international context have been analysed to uncover tensions within and between elements of the activities in focus, such as contradictory policy inputs or tensions between the expected use of tools and inputs regulating the division of labour with regards to teachers’ work. The preliminary results identify tensions between policy inputs and, thus, illuminate spaces where individualisation is conceptualised, negotiated, and expected to be acted upon. In situating and examining individualisation vis à vis interacting activities we problematise it by looking into the interplay between policy and teachers’ work in a broader conceptual framework. Dealing with individualisation as a dialectical notion enables us to address it as not only related to individual teachers’ assets and their ability to implement but rather as a source of tensions and an element negotiated within and between various arenas. The search for tensions, in this sense, does not only reveal mismatches in the policy formulation of individualisation but also uncovers potential areas for development by providing a more nuanced image of the concept. In this way, our study adds to the discussion about the restructuring of adult education in Sweden and the possible ways to address contemporary challenges in the field.
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| 27. |
- Papadopoulos, Dimitrios, 1983, et al.
(author)
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Individualising processes in the making: policy complexities and tensions of municipal adult education in Swedish for immigrants
- 2023
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In: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170.
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Journal article (peer-reviewed)abstract
- This article examines individualising processes in the context of Municipal Adult Education in Swedish for Immigrants (SFI). Demands to adapt education to individual students’ needs are increasingly evident in adult education policies, requiring accountable authorities’ active engagement in enacting effective organisational frameworks while accommodating the labour market’s needs. Such endeavours are often sources of tensions. Conceptual tools from cultural-historical activity theory are employed to address the complexity and multiplicity of individualising processes. An analysis of policy documents and interviews with municipal actors shows that individualising processes are played out through tensions found in three areas of object formation: making of an individual student; making of an effective education; and making of a coherent society. Hence, the study unpacks how individualising processes elicit transformations of SFI education through destabilisation/restabilisation cycles in the involved actors’ activities, concluding by highlighting the concept’s dynamic and potentiality for development in contemporary adult education settings.
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