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| 2. |
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| 3. |
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| 4. |
- Göransson, Kerstin, 1955-, et al.
(author)
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Professionalism, governance and inclusive education – A total population study of Swedish special needs educators
- 2019
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In: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 23:9, s. 559-574
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Journal article (peer-reviewed)abstract
- Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N = 3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.
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| 5. |
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| 6. |
- Magnússon, Gunnlaugur, 1979-
(author)
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Alla dessa dagar...
- 2022
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Other publication (pop. science, debate, etc.)
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| 7. |
- Magnússon, Gunnlaugur, 1979-
(author)
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An amalgam of ideals : images of inclusion in the Salamanca Statement
- 2019
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In: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 23:7-8, s. 677-690
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Journal article (peer-reviewed)abstract
- The Salamanca Statement is a primary point of departure in research and policy on inclusive education. However, several problems have surfaced in the 25 years since its publication. In particular, several different interpretations of the concept of inclusive education and its enactment in practice have arisen. For instance, the definition of the pupil groups in focus varies greatly. There are also varying definitions of the importance of pupil-placement, when it comes to organisation of inclusive education. Using a theoretical framework combining Bacchi’s [1999. Women, Policy and Politics. The Construction of Policy Problems. London: Sage Publications] poststructural policy-analysis and concepts from Popkewitz [2009. “Curriculum Study, Curriculum History, and Curriculum Theory: The Reason of Reason.” Journal of Curriculum Studies 41 (3): 301–319. doi:10.1080/00220270902777021], this article illustrates that The Salamanca Statement allows for a variety of interpretations of inclusion. As a policy-concept, inclusion encompasses an amalgam of political ideals, including welfare-state ideals where education is viewed as a public-good, as well as market-ideals of education as a private-good. Policies of inclusion also define the desired citizen, through categories of disadvantaged children, the ones excluded but to be included for their own good as well as for the good of the future society. The conclusions are that researchers and policy-makers should elucidate what they mean by inclusion with for instance moral- and practical arguments rather than vague references to The Salamanca Statement.
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| 11. |
- Magnússon, Gunnlaugur, 1979-
(author)
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Bréf úr sjálfskipaðri útlegð : Esseyjur og ljóð
- 2023
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Book (pop. science, debate, etc.)abstract
- Söknuðurinn hættir að vera óbærilegur, útlegðin gerir hann hversdagslegan, að munstri á veggfóðrinu, alltaf til staðar og bara truflandi suma daga. …Bréf úr sjálfskipaðri útlegð er safn esseya og ljóða um reynsluna af því að vera búsettur erlendis, langt fjarri heimahögum.Söknuðurinn hættir að vera óbærilegur, útlegðin gerir hann hversdagslegan, að munstri á veggfóðrinu, alltaf til staðar og bara truflandi suma daga.Bréf úr sjálfskipaðri útlegð er safn esseya og ljóða um reynsluna af því að vera búsettur erlendis, langt fjarri heimahögum. Í bókinni fjallar Gunnlaugur Magnússon á persónulegan hátt um þemu eins og heimþrá og söknuð, gleði og fögnuð, náttúruna og vatnið, lífið og dauðann.
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| 12. |
- Magnússon, Gunnlaugur, 1979-, et al.
(author)
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Contextualizing inclusive education in educatinal policy : the case of Sweden
- 2019
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In: Nordic Journal of Studies in Educational Policy. - : Taylor & Francis. - 2002-0317. ; 5:2, s. 67-77
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Journal article (peer-reviewed)abstract
- In this article, we regard inclusive education as a policy phenomenon that contains a range of ideas about the purpose of education, the content of education and the organization of education. As a political ideal expressed in policy, inclusive education competes with other political ideals regarding education, for instance economic discourses that prioritize effectivity and attainment as educational goals. Thus, inclusive education has to be realized in contexts where available options for action are restricted by several and often contradictory educational policies on different levels of the education system. We argue that while research and debate about inclusive education are important, both are insufficient without analyses of the context of national educational policy. Any interpretation of inclusive education is necessarily situated in a general education policy, and measures of what ‘inclusive schools’ are dependent upon for instance, political interpretation(s) of inclusive education, resource allocation and political discourse on both local and national educational level. Here, we will provide support for this argument through presentation of both research on inclusive education, an alignment of prior analyses of Swedish national education policies and our own analyses of government statements.
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| 13. |
- Magnússon, Gunnlaugur, 1979-
(author)
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Dánarfregnir
- 2019
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Other publication (pop. science, debate, etc.)
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| 14. |
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| 15. |
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| 16. |
- Magnússon, Gunnlaugur, 1979-
(author)
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Det pedagogiska etablissemangets retoriska funktion.
- 2020. - 1
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In: Perspektiv på skolans problem. - Lund : Studentlitteratur AB. - 9789144133898 ; , s. 55-70
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Book chapter (pop. science, debate, etc.)abstract
- I detta kapitel illustrerar jag hur en av skoldebattens frekventförekommande förklaringsmodeller uppfyller flera känneteckenför ett konspirationsteoretiskt begrepp. I första hand beskriver jaghur begreppet förekommer i skoldebatten, främst i media, och visargemensamma nämnare och skillnader. Därefter introducerar jagnågra grundläggande kriterier för att känna igen konspirationsteorieroch tillämpar dessa för att förstå begreppet ”pedagogiskaetablissemanget”.Syftet är inte att anklaga debattdeltagare för en tro på konspirerandehemliga grupper (även om det verkar som om vissa faktiskt gördet). Snarare tycks begreppet i de flesta fall användas som en retorisktrop, i brist på mer trovärdiga motståndare. Pedagogiska etablissemangetblir en halmgubbe som kan stå för alla de förkastliga åsiktersom behövs för att måla upp motsatsen till den egna ståndpunkten.Användningen kan därför handla om debattörernas ambition attsätta agendan i en debatt med alltmer begränsande format, i sökandetefter enkla och begripliga förklaringar. En förenklad debatt ärett demokratiskt problem som drabbar såväl skolan som forskningenstrovärdighet, och i förlängningen hela samhället.
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| 17. |
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| 18. |
- Magnússon, Gunnlaugur, 1979-, et al.
(author)
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Didaktik som alternativ till en instrumentell högskolepedagogik
- 2018. - 1
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In: Högskolepedagogisk utveckling i teori och praktik. - Västerås : Mälardalens högskola. - 9789174853414 ; , s. 9-22
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Book chapter (peer-reviewed)abstract
- I denna artikel diskuterar vi rådande utbildningspolitiska ideal för högre utbildning och deras konsekvenser för högskolepedagogikens pedagogiska och didaktiska dimensioner. Högskolepedagogik kontextualiseras som utbildningsfenomen i relation till en internationell utbildningspolitisk utveckling. Sedan diskuterar vi John Biggs Constructive Alignment (CA), som ett exempel på högskolepedagogiskt uttryck för denna utveckling. Vi menar att CA, trots det sympatiska perspektivet på studentens handling och lärande, gör undervisning och utbildning instrumentell och urholkar olika vetenskapliga ämnestraditioner. Vi föreslår att undervisning i högre utbildning borde diskuteras i termer av didaktik, som förankrar undervisningen i ämnet och den pedagogiska relationen mellan lärare, student och ämne. Vi betraktar didaktik som en teori om utbildning och undervisning som bevakar utbildningens innehållsliga och mellanmänskliga dimensioner. Därmed argumenterar vi för didaktik som ett radikalt svar och möjligt alternativ till det rådande utbildningspolitiska idealet.
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| 19. |
- Magnússon, Gunnlaugur, 1979-, et al.
(author)
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Different Approaches to Special Educational Support? : Special Educators in Swedish Independent and Municipal schools
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Other publication (other academic/artistic)abstract
- The independent schools have become securely established in the Swedish education system as tokens of school choice and educational innovation. Prior research has shown that they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population survey study of Swedish special educators (n=4252) educated according to degree ordinances from 2001 and onwards. The aim of this paper is to explore prerequisites of special educational work in Swedish independent schools and municipal schools in terms of: a) the occurrence of these special educators and their occupational situations, and b) what specific values they express regarding identification and work with school problems.Results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools often have shorter experience as special educators, are more often employed part time than full time and have other occupational positions to a higher degree, for instance as head teachers, than those employed in municipal schools.The results can be seen as indicators of different approaches towards special educational needs and the special educational work. Apparent is that independent schools offer these special educational resources to a much lower degree and utilize them differently. This is likely to influence the current situation of pupils. It can also be interpreted as an indicator of innovative approaches to special education at the independent schools that do employ special educators.
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| 20. |
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| 21. |
- Magnússon, Gunnlaugur, 1979-
(author)
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Enacting Contradictory educational ideals : Balancing marketization and social inclusion in practice
- 2017
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Conference paper (peer-reviewed)abstract
- BackgroundThe marketization of education is an international phenomenon, with widespread consequences for schools, teachers and pupils. The marketization of the Swedish education system is a particularly interesting and extreme case in the international and European context. The realisation of market ideology in the Swedish education system can be viewed as a success in terms of its implementation and public and political acceptance. For instance, the proportions of pupils attending independent schools and the number of independent schools have grown exponentially, and school choice is seen as a democratic right and supported by most established political parties. However, there are several problems. Most importantly, market elements have contributed to increased segregation related to pupils’ background, the provision of special support, and of attainment. This is a real dilemma for a system that has emphasised social inclusion and education for all, egalitarian views that are seen as a point of departure for the Swedish education system. Thus, Swedish education lives with a tension of two educational ideologies, an individualistic-market educational ideology and a collectivistic-egalitarian educational ideology. Of course, both ideologies are far from unidimensional and encompass several different values and concepts. Several studies conclude or assume that these ideologies – and the policies inspired by them – are contradictory and that market mechanisms will undermine inclusive ambitions. However, this may appear differently in different schools, as policies are interpreted and enacted rather than implemented. While there are examples of policy analyses regarding one or both of these ideologies, and studies regarding their contradictions and incompatibility, there have been few attempts to study empirically the interplay and consequences of their coexistence and enactment in schools. In particular, we know very little about ‘unexceptional’ or ‘ordinary’ schools and their enactment of policies.The project’s main objective is to develop a theoretical understanding of how these educational ideologies influence school’s work and organisation via policy and the enactment of policy. Using interviews with head teachers, the research questions are:How do head teachers address, define and reflect around the challenges of social inclusion and market oriented policies in their work and in their schools?To what extent do they believe pupils in general, and vulnerable pupils in particular are affected by market mechanisms in education? What are the challenges and/or benefits? The theoretical point of departure is inspired by the work of Michael Apple, (2004), Thomas Popkewitz, (2008) and Stephen Ball (1993; Ball et al., 2012). Questions about what education should accomplish, how it is organised and who is to be educated are often implicit in political discourse. Here, educational ideologies are seen as rendering different answers to these questions and thus leading to different implications for educational practice and organisation. It is argued that these ideologies have different conceptualization of society, democracy and even the individual citizen. While public education may historically have collectivistic ideals, the market ideal views the citizen-in-the-making as a consumer rather than as a participant in the shaping of future society. The individual consumer of education is thus to be able to choose schooling according to his/her preferences. This can be opposed to viewing schooling as contributing to social cohesion and inclusion by accommodating a plurality of pupils.These ideologies in turn find their way to policies, i.e. products of compromises, agendas and influences of various actors at various stages. Often containing contradicting goals and ambitions, policies then have to be interpreted and enacted by schools in a meaningful manner that fulfils the will of regulating and governing agencies as well as appeals to their prospective clients, namely pupils and parents. Method For the purposes of this study, head teachers of primary schools have been chosen as respondents. Being in a middle management position, head teachers in Sweden are held accountable for the both the educational and economic situation of their schools. They answer to their principal organiser (PO) regarding economics, whether the PO is a municipality or a private organisation. Simultaneously, they are also accountable for the day to day work, the attainment of the pupils and the organisational situation the teachers work within. Additionally, head teachers are legally responsible for the special educational services and the preventive work against bullying. Finally yet importantly, they are to promote their schools as they compete for pupils (and thus fiscal resources). It can thus be argued that if anyone would see the consequences of market mechanisms and the responsibility of maintaining or achieving social inclusion, it would be the head teachers.Twenty school leaders from both municipal and independent schools in three municipalities will be interviewed and asked to reflect upon marketization of education and dimensions of social inclusion. They are asked how these ideologies translate into their work, the organisation of their school, their staff, pupils and guardians of the pupils. In addition, documents and policies from each municipality and each school will be analysed.The selection of municipalities and respondents is strategic. The three municipalities chosen have had different political approaches as regards the acceptance of market influences and thus very different experiences of the introduction of school choice and competition between schools. Municipality A has been very positive towards choice and private actors, for instance, implementing a ‘purchaser-provider’ model in the school sector services for several years. Municipality B has on the other hand been restrictive and attempted to veto the introduction of privately run schools several times. The third municipality is markedly smaller than the other two, and had not had any independent schools up until quite recently. In order to enrich the material with different experiences and perspectives, respondents will be contacted from schools with varying pupil demographics, in areas with varying social situations, and from both publically run schools and independent schools. These semi-structured interviews will take approximately an hour each and will be recorded and transcribed for subsequent analysis, using qualitative content analysis. Other theoretical devices, such as profession theory and organisation theory, may become useful to interpret these results.Expected outcomes/results The interviews are to be conducted in the upcoming month. The expected results are assumed to shed light upon how these educational ideologies, namely the individualistic-market ideology and the collectivistic-egalitarian ideology, can influence day to day work in primary schools. A common assumption is that they are incompatible and contradictory, and this is expected to appear in the responses. However, some prior research has shown that they live side by side in practice. That is not to say that one does not influence or diminish the other, rather that schools find ways to balance the two, resolving dilemmas as they arise. Hopefully, the paper can render a more nuanced understanding of these educational ideologies, how the coexistence of them can appear in the local context, and how schools enact seemingly contradictory policies.Additionally, this research can contribute to an understanding of the role of head teachers as actors within the school system in general, and the individual schools in particular, especially as regards the consequences of marketization of the education system.Intent of publication The results presented here are to be submitted to an international peer-reviewed journal shortly after presentation at the conference. References Andersson, E., B. Malmberg & Östh, J. (2012). Travel to school distances in Sweden 2000-2006: changing school geography with equality implications. Journal of Transport Geography, 23:34-45.Apple, M. W. (2004). Ideology and curriculum. New York, NY: Routledge.Ball, S. J. (1993). What is policy? Texts, trajectories and toolboxes. Discourse, 13(2): 10-17. Reprinted in Ball, S.J. (2006). (Ed.) Education Policy and Social Class. The selected works of Stephen J. Ball. New York: Routledge pp. 43-66Ball, S. J., Maguire, M. & Braun, A. (2012). How Schools do Policy. Policy Enactment in Secondary Schools. London, England: Routledge.Booth, T., Ainscow, M. & Dyson, A. (1997). Understanding Inclusion and exclusion in the English competitive education system. International Journal of Inclusive Education, 1(4), 337-355.Dyson, A. & Gallanaugh, F. (2007). National policy and the development of inclusive school practices: a case study. Cambridge Journal of Education, 37(4), 437-488 Englund, T. (1998a). Utbildning som “public good “ eller “private good”? In T. Englund (Ed.), Utbildningspolitiskt systemskifte? (pp. 107-142). Stockholm: HLS förlag.Lubienski, C. (2009). Do Quasi-markets Foster Innovation in Education? A Comparative Perspective. OECD Education Working Papers No. 25, OECD Publishing.Lundahl, L., Erixon Arreman, I., Holm, A.-S. and Lundström, U. (2013). Educational marketization the Swedish way. Education Inquiry, 4(3): 497–517.Magnússon, G. (2015). Traditions and Challenges. Special Support in Swedish Independent Compulsory Schools. (Dissertation). Västerås: Mälardalen University.Popkewitz, T. (2008). Cosmopolitanism and the Age of School Reform. Science, Education, and Making Society by Making of the Child. New York, NY: Routledge.Rönnberg, L. (2015). Marketization on export: Representations of the Swedish free school model in English media. European Education Research Journal,
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| 23. |
- Magnússon, Gunnlaugur, Associate Professor, 1979-
(author)
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From Salamanca to Sweden : Inclusive Education as Policy in Transit
- 2022. - 4
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In: International Encyclopedia of Education. - : Elsevier. - 9780128186305
-
Book chapter (peer-reviewed)abstract
- This article illustrates the complexities of inclusive education as international policy to affect educational practices in schools, using Sweden as an example. The article views inclusive education as education-policy which lands in national and regional policy-contexts where it competes for prioritization among other policies. The article shows ambiguities in the Salamanca Statement (UNESCO, 1994), how the context of Swedish education politics has de-prioritized inclusion, and how material prerequisites for inclusive practices have been deteriorating. It concludes suggesting that by understanding the contextualization of policy, we can identify challenges to the radical potential of inclusive education, and address them.
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| 31. |
- Magnússon, Gunnlaugur, 1979-
(author)
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Images of (Special) Education? Independent Schools’ Descriptions of their Special Educational Work.
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Other publication (other academic/artistic)abstract
- An important argument for the introduction of school choice in Sweden, was that independent schools would be a source for innovation. But what images arise independent schools are asked if there is anything that they would like to emphasise regarding special support? Do these images follow traditional notions of special education, or do they aim for alternative organisational solutions, approaching inclusive education?Here results from a total population questionnaire of the Swedish independent schools (N = 686; response rate = 79%) are presented. 400 written responses to two open-ended questions were received. The responses covered topics such as resource allocation, school descriptions, and good practice. Themes and categories were condensed using qualitative content analysis. The results are analysed statistically using official groupings of schools. Finally, the results are theorised in terms of special educational perspectives and inclusive education. Results show examples of alternative and inclusive approaches, as well as examples of traditional understanding and organisation of special support within the field. The idea of market competition as a driving force of innovation is not supported in this material, marketing and niching of schools can contribute to a less inclusive education system. The author argues that more research that is both large scale and contextual is needed to understand further how schools cope with contradicting educational ideals and policy when competing for pupils.
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| 32. |
- Magnússon, Gunnlaugur, Associate Professor, 1979-, et al.
(author)
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Imaginaries of Inclusion in Swedish Education
- 2021
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In: Oxford Encyclopedia of School Reform. - New York : Oxford University Press. - 9780190841133
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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.
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| 33. |
- Magnússon, Gunnlaugur, 1979-
(author)
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Inclusive education and school choice : Lessons from Sweden
- 2020
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In: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 35:1, s. 25-39
-
Journal article (peer-reviewed)abstract
- While school choice and marketisation have been studied extensively, some areas remain under-researched, for instance, the consequences of choice for the development of inclusive education. The aim of this article is to illustrate the consequences of school choice for inclusive education, as it relates to special education, using Sweden as a case study. The Swedish education system is often raised as inclusive in an international perspective. However, school segregation has been increasing in terms of attainment and pupils´ socio-economic-, and immigration backgrounds, groups that are over-represented among SEN-pupils and under-represented among pupils that exercise school choice. This summary of research indicates that the increased segregation in the education system also regards special education. There is a clustering of SEN-pupils at schools with particular profiles and a lower proportion at other types of schools, resources for special educational support are less accessible at independent schools, and school choice is not as open to SEN-pupils as other pupils. These are disconcerting results for an education system renowned for being inclusive.
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| 34. |
- Magnússon, Gunnlaugur, 1979-
(author)
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Inkludering och specialpedagogik
- 2023
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In: Att bli lärare. - Stockholm : Liber. - 9789147147489 ; , s. 63-67
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Book chapter (other academic/artistic)
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| 35. |
- Magnússon, Gunnlaugur, Associate Professor, 1979-, et al.
(author)
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Inkludering och särskild begåvning : Förutsättningar och dilemman i rådgivande policydokument
- 2021
-
In: Utbildning och Demokrati. - : Orebro University. - 1102-6472 .- 2001-7316. ; 30:1, s. 97-118
-
Journal article (peer-reviewed)abstract
- The aim of this article is to increase knowledge about inherent tensions in inclusion as education policy. We do this using the representation of giftedness as an example. The formulation of inclusion in policy tends to focus on educational problems and low-achievement linking inclusion to special education. This is challenged by alternative interpretations where the social and academic needs of “all children” are emphasized.Through an analysis of documents from The Swedish National Agency of Education (2015) we show that the representation of gifted students emphasizes them as being at risk, as suffering, and alienated. This portrayal has two consequences. First, it reproduces a polarisation between “normal” and “different” students where giftedness becomes a feature of the students and a problem in schooling. Second, it implies that students’ needs are made visible when they are defined in terms of being in need. Thereby, their exclusion is made prerequisite for inclusion.We conclude that giftedness illustrates central tensions within inclusion as policy – in particular as regards who is in focus of inclusion and how inclusion is to be organised, and argue that a more coherent policy-vision of inclusion is needed in order to address the needs of all students.
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| 36. |
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| 37. |
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| 38. |
- Magnússon, Gunnlaugur, 1979-
(author)
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Kattliv
- 2024
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Other publication (pop. science, debate, etc.)
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| 39. |
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| 43. |
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| 44. |
- Magnússon, Gunnlaugur, 1979-
(author)
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När inkluderingen offrades till marknaden
- 2023. - 1
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In: Skolan efter marknaden.. - Stockholm : Liber. - 9789147148363 ; , s. 70-85
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Book chapter (other academic/artistic)
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