| 1. |
- Bagley, Carl, et al.
(author)
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The Marginalisation of Social Justice as a Form of Knowledge in Teacher Education in England
- 2014
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In: The ATEE Winter Conference on Social Justice and Diversity in Teacher Education, Budapest, April 15-17, 2014.
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Conference paper (other academic/artistic)abstract
- Teaching and teacher education for social justice is a moral and political undertaking for creating rich learning and life opportunities for all children by engaging their critical thinking and making learning meaningful in their lives. The attendent ascendency of standardised performance measures in schools, increased surveilance, control of curricula and emphasis on efficiency, outcomes and skills in teacher education as per current policy in England has been pointed out as having profound effects on defining what counts as responsive teachingof this kind and as undermining the possibilities for education equity and social justice in education. A concern for social justice involves and leans looking closely and critically at 'why and how our schools are unjust for some students. It means analysisng school policies and practices-the curriculum, textbooks and materials, instructional strategies, tracking, recruitment and hiring of staff, and parent involvement strategies-that devalue the identities od some students whilse overvalueing others. Diversity and equity can only be fulfilled if and when social justice is the major lens through which we view educational systems and practices. This kind of strong consideration of schools as anti-racist and inclusive instituions has never figured strongly on the education and teacher education policies of the state in England as is totally marginalised in, by and through recent neoliberal-neoconservative shifts to marketisation and a standards agenda.
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| 2. |
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| 3. |
- Beach, Dennis, 1956, et al.
(author)
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Authoritative knowledge in initial teacher education: studying the role of subject textbooks through two ethnographic studies of mathematics teacher education
- 2012
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In: Journal of Education for Teaching. - : Informa UK Limited. - 0260-7476 .- 1360-0540. ; 38:2, s. 115-125
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Journal article (peer-reviewed)abstract
- Two related ethnographic research projects on mathematics teacher education in Sweden are presented in this paper. They represent a response to recent policy developments that reaffirm the value of authoritative subject studies content as the central and most important component in the professional knowledge base of would-be teachers and concomitant increases in the amount of subject studies in teacher education. These policy changes, in Sweden at least, lack scientific research support and the article argues that these policies need to be seriously rethought, as the increased emphasis on subject content may undermine the development of key professional skills.
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| 4. |
- Beach, Dennis, 1956
(author)
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Book Review, Jensen, K., and Walker, S. (2007) Education, Democracy and Discourse
- 2010
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In: International Sociology. ; 25:2, s. 244-247
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Review (other academic/artistic)abstract
- Education, Democracy and Discourse comprises 10 chapters, which describe a destructive and alienating process of marketization and commoditization of edu cational spaces and practices that undermines the professional status and culture of teachers as public sector workers and is contributing to the destruction of possibilities for educational equality and democracy. These are important issues of interest to education workers and researchers as well as research and undergraduate students in education sciences and the sociology, politics and economics of education respectively...
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| 5. |
- Beach, Dennis, 1956, et al.
(author)
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Changing higher education by converging policy-packages: education choices and student identities
- 2014
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In: European Journal of Higher Education. - 2156-8235 .- 2156-8243. ; 4:1, s. 67-79
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Journal article (peer-reviewed)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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| 6. |
- Beach, Dennis, 1956
(author)
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Changing higher education by reform: Consequences and resistances with respect to experiences of academic work, university research and education quality
- 2014
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In: In K. Skordoulis and D. Hill (eds) Critical Education at the Crossroads. - Athens : Nissos Academic Publishing. - 9789609535953 ; , s. 19-68
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Book chapter (peer-reviewed)abstract
- As Olssen and Peters wrote in 2005, the ascendancy of neoliberalism and the associated discourses of ‘new public management’ during the 1980s and 1990s in many countries has produced a fundamental shift in the way universities and other institutions of higher education have been defined and have justified their institutional existence and practices (Deem & Brehoney, 2005). The present article has used ethnographic research methods to investigate what this can mean in one recently neo-liberalised former welfare state, Sweden. Sweden is an interesting case. As Harvey wrote (2005) neo-liberalism is resisted and taken on-board in different ways in different economies and nations and together with the other Nordic States, Sweden was previously considered to be at the forefront of education democracy and social development. This suggests some interesting possible refractions, resistances and adaptations of neo-liberalism there.
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| 7. |
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| 8. |
- Beach, Dennis, 1956
(author)
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Changing higher education: converging policy-packages and experiences of changing academic work in Sweden
- 2013
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In: Journal of Education Policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 28:4, s. 517-533
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Journal article (peer-reviewed)abstract
- The past two decades of international higher education reform are often described by researchers as having produced new managerial and neoliberal policy turns that have brought about a fundamental global shift in the way institutions of higher education are defined, run and justify their institutional existence and practices. Universities in Sweden were felt able to offer some possible resistance and based on ethnographic research at three Swedish universities this idea is explored in the present article. The article suggests however that resistance has been circumscribed through a coordinated collection of policies and that as elsewhere, the proliferation of competition based on quasi-markets and the standardisation of quality assurance through new accountability systems predominates, with significant effects on universities, their interactions and agents, and the relative social positions, influence, status and relationships of these agents.
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| 9. |
- Beach, Dennis, 1956, et al.
(author)
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Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study
- 2013
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In: European Journal of Teacher Education. - : Routledge. - 0261-9768 .- 1469-5928. ; 36:4, s. 379-392
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Journal article (peer-reviewed)abstract
- Modern definitions of professions connect professional knowledge to scientific studies and higher education. In the present article we examine the changing nature of this relationship in initial teacher education in two European countries: Sweden and England. The article is based on policy analyses from recent decades of teacher education reforms. The findings suggest a policy convergence through a shared policy return that has moved teacher education back toward a teacher training paradigm.
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| 10. |
- Beach, Dennis, 1956
(author)
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Changing teacher education
- 2011
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In: Keynote address at the Nordic International and Comparative Education Society Conference, Sociological Institute, Lund University, Sweden, March, 2011.
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Conference paper (other academic/artistic)
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