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- Bergh, Andreas, 1964-
(author)
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Why quality in education - and what quality? : A linguistic analysis of the concept of quality in Swedish government texts
- 2011
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In: Education Inquiry. - Umeå : Taylor & Francis. - 2000-4508. ; 2:4, s. 709-723
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Journal article (peer-reviewed)abstract
- This article analyses why the concept of quality has become such a central theme in Swedish education policy, and what quality or qualities successive governments have pursued between 1990 and 2010. The analysis is based on a close reading of a collection of policy texts from the late 1980s onwards. With a linguistic and historical perspective, the theoretical approach is inspired by Quentin Skinner (1988a, 1988b) and speech act theory. The study shows that certain “criteria of application” long associated with education have gradually been challenged and partly marginalised by criteria highlighting results and relating to market and system needs. As a consequence it can be argued, with support from speech act theory, that use of the concept of quality has led to an acceptance of new social perceptions in education.
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- Bergh, Andreas, 1964-, et al.
(author)
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Den paketerade valfriheten : om framtidsvägen för den svenska gymnasieskolan
- 2010
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In: Nordic Studies in Education. - Oslo : Universitetsforlaget. - 1891-5914 .- 1891-5949. ; 30:2, s. 116-129
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Journal article (peer-reviewed)abstract
- The main purpose of this article is to focus what meanings the concept of quality is given in the political development of Swedish upper-secondary school. By using Quentin Skinner’s speech-act theory comparisons are made between the meanings formulated in the early 1990s and the now current investigation Framtidsvägen (SOU 2008:27). The result shows consequences for the goal- and result oriented steering system as well as changes in the perspectives of citizenship education and ideolology.
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- Bergh, Andreas, 1964-
(author)
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Opening for a discourse about prevention and promotion programs in education : An analysis of texts from three Swedish national authorities
- 2013
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Conference paper (peer-reviewed)abstract
- The aim of this paper is to discuss what actors and which social issues first generated a discussion which inturn opened opportunities for multiple prevention and promotion programs in Swedish education. Theprogram phenomenon is thus not only understood in relation to specific individuals or groups, but as amaterialized result of a discursive struggle between different actors and interests (Chouliaraki & Fairclough1999). The starting point is taken from some central concepts (health, value base and bullying) that are used ina selection of programs to legitimize their existence. In the paper those concepts are analyzed from how theyare used by a selection of national authorities, chosen because they are frequently mentioned in the programs(National Agency of Education, National Board of Health and Welfare, Swedish National Institute of PublicHealth). The analysis is based on texts produced since the late 1990s. The result shows that the way theconcepts are used has changed over time and that they partly overlap. As the national authorities authorizesome interpretations and set limits for others, the linguistic force can in the next step be used by programconstructors as a way to legitimize their arguments and actions.
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- Bergh, Andreas, 1964-, et al.
(author)
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What might the 'first-teacher-reform' lead to in terms of professionalism and professionalization?
- 2014
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Conference paper (peer-reviewed)abstract
- General description of the research themeDuring recent years many educational reforms have been carried through. The overall explicit ambition outspoken is to reach a higher quality. One crucial component of the complex situation is the role of the teacher. Teachers have to act as professionals it is said, but what does that imply? Is the central aspect that the teachers have to reach what in sociological terms usually is called professionalization, a more autonomous role and higher status, free from directives from other instances than themselves or is the central aspect that the teachers should reach a kind of moral professionalism, being pedagogically knowledgeable and able of encountering students from different social groups?Purpose and/or research questions In the case of the Swedish educational development during the last decades the question of teachers as professionals have become more and more central, but, as exemplified, the meaning of that concept has been in flux. What might the ’first-teacher-reform’ lead to in terms of teacher professionalism and professionalization? In our paper we will try to show how there are many contradictory aspects of professionalization and professionalism woven into the recent reforms and we will exemplify this by analyzing the ‘first-teacher-reform’ specifically. Theoretical and methodology frameworkWe will relate our analysis to the theoretical debate on how to use the concepts of (teacher) professionalism and professionalization and try to show the implications of different meanings of these concepts in a field of force between accountability and professional responsibility. (Expected) conclusions/findingsWe mean that the above mentioned contradictions (1) partly are built into the terms of professionalism and professionalization, but also that (2) the concept of teachers as professionals is used as a rhetorical term with many different meanings. We will also show (3) how the concept of teachers as professionals, using professionalization and professionalism and linked to the recent educational situation in Sweden, interplays and is combined with different views of the role of the teachers and the meanings with schooling and that these different views also are connected to different political visions of schooling.
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