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- Alexiadou, Nafsika, 1968-, et al.
(author)
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Learning, unlearning and redefining teachers’ agency in international private education : a Swedish education company operating in India
- 2023
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In: Educational review (Birmingham). - : Routledge. - 0013-1911 .- 1465-3397.
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Journal article (peer-reviewed)abstract
- Private international education is on the rise, but we still have limited knowledge on how different commercial actors operate in this field and how it affects local teachers and their work in the schools abroad. Swedish school companies have been active in exporting schooling in the international arena, including “Swedish” education models. In this article, we examine one company and their operations in India. We explore the interpretations of the company education model by teachers in the Indian schools, and how this affects their professional capacity. Mixed qualitative methods of interviews, on-site school visits and documentary reviews, were used to examine the possibilities for teachers to exercise professional agency within their working environment. Our findings show that teachers operate within a highly structured pedagogical environment characterised by a given curriculum, a centralised learning platform and training programme, and a set of dominant discourses around values and teaching practices. Teachers are expected to embrace a new professional identity in a process of discarding past experiences and adopting the new professional language given by the company's particular education model. In willingly embracing the company discourses and expectations, teachers’ agency tends to be constrained.
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| 3. |
- 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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| 7. |
- Asp-Onsjö, Lisa, 1951, et al.
(author)
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Styrning genom prov och betyg
- 2014
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In: Att lyckas i skolan. Om skolprestationer och kön i olika undervisningspraktiker. - Göteborg : University of Gothenburg. - 0436-1121. - 9789173468145 ; , s. 27-51
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Book chapter (other academic/artistic)
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| 9. |
- Dahlstedt, Magnus, et al.
(author)
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Systemet med fritt skolval måste bytas ut
- 2018
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In: Svenska Dagbladet.
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Journal article (pop. science, debate, etc.)abstract
- Ökad segregation och deprofessionalisering av läraryrket är några av effekterna av det fria skolvalet. Nu krävs en grundlig utredning med siktet inställt på att hitta alternativ till nuvarande marknadssystem, skriver ett flertal forskare.
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| 10. |
- Dovemark, Marianne, 1952, et al.
(author)
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Förortens skola – Möjligheternas skola?
- 2014
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In: Utbildning & Lärande. - 2001-4554. ; 9:1, s. 62-78
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Journal article (peer-reviewed)abstract
- Loss of equivalence in Swedish education has been highlighted in both research and media. Arguably, one explanation for this is related to the free choice reform which has led to competition and homogenization of schools. In combination with peer effects and teachers’ different expectations this has led to a gap between schools in the way they adapt their marketing towards specific groups of students. Some students become more desirable than others. The polarization between “winners” and “losers” has thereby increased the importance of school selection with regards to learning outcomes and future educational life chances. This article focuses on students in Ash Public, a public upper secondary school located in a stigmatized immigrant suburb. The study is based on formal interviews, field interviews and observations, and contrary to its negative reputation, the school and its pedagogical practice were generally described in positive terms by the involved school actors. Teachers mentioned motivated and ambitious students and students described a school where they felt safe and included and where collaborativ
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