| 1. |
- Pettersson, Daniel, 1972-, et al.
(author)
-
Taming chance in education : Control, prediction and comparison
- 2024
-
Book (peer-reviewed)abstract
- This volume centres the notion of "chance" in education as a key concept in contemporary education – relating to aspects like accountability, datafication, or international large-scale assessments – and discusses the impact that the historical desire to "tame" this notion has had on present-day educational policy and practice.Encouraging readers to widen their educational imagination, chapters combine secondary research from the fields of cybernetics, systems thinking, and comparative education with issues of control, prediction, and comparison as ways to tame chance in education. Using the theoretical lenses of reasoning, notions, and addendums for legitimacy to foster a critical awareness of rarely discussed educational matters, the book explores how these notions are central to the taming of chance within education. Ultimately, the authors determine the styles of reasoning that are foundational and frame how we think about, and act on, education, and thereby address one of the top priorities in educational policy, politics, and practice today.This timely book, with its unique perspective on the debates around education, will be of interest to students, researchers, and scholars in the fields of education policy and politics, international and comparative education, and theory of education. Those involved with the philosophy of education will also find the book valuable.
|
|
| 2. |
- Elde Mølstad, Christina, et al.
(author)
-
Douce Infusion: ”Fabriquer” des Enseignants dans la sphère du PISA
- 2020
-
In: <em>Les politiques de restructuration des professions de l’éducation. Une mise en perspective internationale et comparée.</em>. - Quebec : Presses de l'Université Laval. - 9791037004734
-
Book chapter (peer-reviewed)
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
- Lindblad, Sverker, 1946, et al.
(author)
-
Os poderes comparativos dos números e o conhecimento antecipado do número na educação
- 2020
-
In: Curriculo sem Fronteiras. - : Curriculo sem Fronteiras. - 1645-1384. ; 20:1, s. 9-22
-
Journal article (peer-reviewed)abstract
- This article presents notes on the role of numbers in the construction of subjects, schools and educational policies, also about what they are and what they should be. Understanding numbers as social constructions, a type of socially validated language based on scientific studies, reflections are raised on how numbers catalyze objective and subjective restructuringin educational systems and in their subjects, in a global perspective, due to large-scale international assessments. Numbers enabled new paradigms of comparison between national school systems, which are no longer focused on comprehensive aspects, to emphasize competitive and hierarchical aspects, such as large-scale international assessmentsand the numbers that they provide give new senses for what education is and what it should be. © 2020 Curriculo sem Fronteiras. All rights reserved.
|
|
| 6. |
- Lindblad, Sverker, 1946, et al.
(author)
-
"Who are we writing for?": On Research Publishing in Comparative Studies Based on International Large-Scale Assessments.
- 2023
-
In: Sisyphus. - Lissabon : Universidade de Lisboa. - 2182-9640. ; 11:2, s. 139-163
-
Journal article (peer-reviewed)abstract
- This study is based on an interest in interaction between science and society and how this structures science and society in tandem. In order to capture such interaction, we are analysing statements in scientific publications. The purpose of this study is to analyse relevancing in scientific publications by studying who are addressed by the research contributions and why these are considered to be relevant. Our case is the field of research labelled as International Large-Scale Assessments (ILSA), such as the OECD's Programme for International Student Assessment (PISA), created to analyse relations between educational designs and student performances. We identified a large set of research publications by means of the search engines Web of Science and Scopus. We selected publications that were peer reviewed and based on empirical comparisons between at least two countries. A large majority were only analysing student achievement, and few were researching impacts of educational variations. Relevance statements were mostly addressing policymakers. These findings are indicating strong social structuring of much ILSA research.
|
|
| 7. |
|
|
| 8. |
- Magnússon, Gunnlaugur, Associate Professor, 1979-, et al.
(author)
-
Imaginaries of Inclusion in Swedish Education
- 2021
-
In: Oxford Encyclopedia of School Reform. - New York : Oxford University Press. - 9780190841133
-
Book chapter (peer-reviewed)abstract
- Traditionally, Swedish education has been built on, and enhanced by, notions and priorities of democracy, equity, and inclusion. In fact, Sweden’s education system has often, during the 20th century, been raised as a beacon of inclusion. However, from the 1990s onwards Swedish education is gradually transmogrified into a heavily marketized system with several providers of education, an emphasis on competition, and an escalating segregation, both as regards pupil backgrounds, need for special support, educational attainment, and provision of educational materials and educated teachers. This shows that traditional educational ideals have shifted and been given new meanings.These shifts are based on desires to improve performance and new ideas of control and predictability of educational ends. The historical development of education reforms illustrates how priorities have shifted over time, dependent on how the public and private are conceptualized. In particular, education reforms from the 1990s and onwards have gradually been more attached to connotations on market ideals of competition, efficiency, and individualization, making inclusion a secondary and de-prioritized goal of education, creating new educational dilemmas within daily life in schools.An empirical example of principals’ experience—seen as mediators of educational desires—illustrates these dilemmas and how the marketization of education affects both the political understanding of how education is best organized and the prioritization of previously valued ambitions of coherence and inclusion.
|
|
| 9. |
- Mikhaylova, Tatiana, 1981-, et al.
(author)
-
Education policy depicted for elementary school children : Examples from Soviet Russia and Sweden
- 2022
-
Conference paper (peer-reviewed)abstract
- The last decades have been marked by a significant expansion of theoretical and methodological approaches in the studies of the history of curriculum and, more broadly, of education policy (Kalervo et al., 2015; Pinar et al., 2014). However, as a consequence of the pronounced linguistic turn, the field is dominated by an understanding of policy as “discourse, text,and most simply but profoundly, as words and ideas” (Pinar et al., 2014, p. 7). In other words, the emphasis lies on the verbal dimension of policy formation, transformation, enactment, and evaluation, while the visual, nonlinguistic ornondiscursive dimension remains largely unexplored. Although there recently has emerged increased interest in understanding the role of numbers in shaping educational policy (Pettersson, 2020), pictures and images have not received much attention so far. In other words, ‘the pictorial turn’, outlined by Mitchell (1994) in the 1990s in relation to human sciences, has not yet had any significant impact on the study of education policy.This paper aims to extend existing approaches to the analysis of education policy by highlighting the importance of various forms of visualization in creating and contesting values and norms embedded in policy. More specifically, we examine how pictures used in textbooks for elementary school children reflect and shape what society considers as “sacred values”. To do so, we analyze the pictures from Soviet and Swedish primers published between the early 1960s and the early 1990s. Despite political and ideological differences, both countries saw the development of “one school for all” during these decades. Attention to elementary school textbooks, and primers in particular, stems from the fact that they are intended for children who cannot yet read. With their ability to communicate complex issues in an easy and understandable way, pictures play a more pronounced role than texts in primers. Thus, primers create a kind of “vocabulary of the world”, expressed through pictures. Reflecting pedagogical ideals, these pictures show how school children are expected to think and act, and what society should be produced through education.By taking a closer analytical look at the pictures that were produced and reproduced in primers in different cultural contexts, we want to demonstrate the complex ways in which images have the power to shape knowledge, visualize educational utopias, and make the values codified in curricula intelligible.References:Kalervo, N. G., Matthew, C., & Bendix Petersen, E. (Eds.). (2015). Education policy and contemporary theory: Implications for research. Routledge. Mitchell, W. J. T. (1994). Picture theory: Essays on verbal and visual representation. Univ. of Chicago Press. Pettersson, D. (2020). A comparativistic narrative of expertise: International large-scale assessments as the encyclopaedia of educational knowledge. In G. Fan & T. S. Popkewitz (Eds.), Handbook of education policy studies: School/university, curriculum, and assessment (Vol. 2, pp. 311–329). Springer Singapore. Pinar, W., Reynolds, W. M., Slattery, P., & Taubman, P. M. (Eds.). (2014). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses: Vol. 17. P. Lang.
|
|
| 10. |
- Mikhaylova, Tatiana, 1981-, et al.
(author)
-
Fabricating Normalcy Through Image-Based Assessments : A Brief History of Intelligence and Personality Tests
- 2023
-
Conference paper (peer-reviewed)abstract
- In 2018, the OECD launched a pilot study titled International Early Learning and Child Well-being Study (IELS) which assesses the emergent literacy, numeracy, self-regulation, and social emotional skills of children at age five. These skills are described as fundamental for children’s future achievements in school and later on in adulthood (OECD, 2020). According to the OECD (2015), the IELS will eventually “provide information on the trajectory between early learning outcomes and those at age 15, as measured by PISA” (p. 103). Thus, the basic assumptions underlying the IELS is that intelligence and socioemotional skills can be objectively evaluated and compared, and that they are stable and predictableIronically dubbed the ‘Baby PISA’, the IELS has already drawn a great deal of criticism, which tends to be in line with that of PISA (Auld & Morris, 2019; Moss et al., 2016). However, despite obvious connections to other large-scale assessments, the IELS stands out in terms of its methodology which was developed for children who typically cannot yet read and write. The instructions were given by a pre-recorded voice on a tablet and children could indicate their preferred response by touching items or moving them around the screen (OECD, 2020). Thus, at its core the IELS relies on children’s ability to ‘read’ pictures and to match what they hear and see with what they know.The use of visual imagery as a tool for measuring cognitive and socio-emotional development is by no means new. In fact, many intelligence and personality tests developed as early as the early 1900s (such as Binet-Simon intelligence scale or the Rorschach test) incorporated some form of images. Developed for diagnosing developmental or intellectual deficiencies in young children or to identify personality and mental health disorders, such tests provided a technique to reveal the invisible and to make the perceived differences between humans to become observable, measurable, comparable and, thus, ‘real’. Despite much criticism, tests of this kind are still widely used to differentiate ‘normal’ individuals from those ‘gifted’ or ‘at risk’ and to assign different pedagogical treatments to different groups of students (Paul, 2004).By measuring the cognitive and emotional intelligence of preschoolers, the IELS marks the culmination of a century in which testing was of paramount importance. In this paper we situate the IELS within a broader history of image-based assessments to discuss how images function as a tool for differentiating students, controlling education, and predicting future risks (cf. Pettersson & Nordin, forthcoming). For that we trace the history of some of the most common intelligence and personality tests and outline the conditions of possibility that enabled image-based tests to appear scientific and to function as a source of evidence.
|
|
