| 1. |
- Dahlstedt, Magnus, 1975-, et al.
(författare)
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Systemet med fritt skolval måste bytas ut
- 2018
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Ingår i: Svenska Dagbladet. - Stockholm, Sweden : Svenska Dagbladet AB & Co.. - 1101-2412.
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 2. |
- Mufic, Johanna, 1991-
(författare)
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“Quality Problems” in Swedish Municipal Adult Education : The Micropolitics of Quality Construed in the Audit Society
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis was to analyze and critically scrutinize how quality is construed in an audit process in Swedish Municipal Adult Education (MAE) and the discursive effects. Drawing on adult education policy documents and observations of a quality audit process, as well as the Swedish Schools Inspectorate’s (SSI) Day, this study also contributes to the uncharted field of how the micropolitics of “quality” is being produced in the Audit society within adult education. By applying Carol Bacchi’s post-structural, Foucault-influenced ‘What’s the “problem” represented to be?’ approach, it became possible to analyze the politics of “quality” on a micro level. The results indicate that quality seems to be construed as a ‘lack’ or a ‘problem’ in Swedish MAE policy and during the quality audit that SSI carried out in MAE. Moreover, principals, teachers and heads of education seem to be held responsible for this lack as the increased need for flexibility and individualization is stressed as a solution to the ‘quality problem’. There also seems to be an ambiguity of how quality should be addressed, defined, audited, and produced in MAE, as the SSI seem to struggle with making quality measurable for it to be auditable. The analysis shed light on two different logics that underpin the way that quality is construed; on the one hand, it is construed as something elusive that can be used to pinpoint quality in teaching and schools. And on the other hand, it is construed as something quantitative and limiting that has effects on what can be said and done in MAE. There also seems to be a hierarchy between different ‘problems’ during the SSI’s audit of MAE which also have consequences for what can be said and done about quality in this context.
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| 3. |
- Ruschkowski, Andreas, et al.
(författare)
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Shaping the democratic, relational, and reflective youth recreation leader
- 2019
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Ingår i: International Journal of Lifelong Education. - : Routledge. - 0260-1370 .- 1464-519X. ; 38:6, s. 632-643
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Tidskriftsartikel (refereegranskat)abstract
- Youth recreation centres have been a key institution in providing young people with meaningful activity after school, going back to the mid- twentieth century in Sweden. These centres have been the focus of research, but very few studies have paid attention to the youth recreation leader, the person working in these centres. In this article, we direct our focus towards youth recreation leaders by analysing how a discourse on the ideal youth recreation leader takes shape through policy, how it operates, and with what effect. We are inspired by the work of Foucault in understanding discourse, power, and subjectivity. Our analysis illus- trates how a democratic, relational, and reflective ideal youth recreation leader is shaped and fostered through current policy discourses in Sweden. Such a subjectivity emerges through technologies of power and the self, of which the confession is one. Through the confession, the youth recreation leader is simultaneously governed and governs others – the conduct of conduct. The case presented here can tell us more about the way in which governing operates in contemporary society.
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| 4. |
- Ruschkowski, Andreas, 1969-, et al.
(författare)
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Teachers' policy enactment of science and proven experience: the case of youth recreation leader education at high schools in Swedish popular education
- 2022
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Konferensbidrag (refereegranskat)abstract
- The idea of evidence-based or evidence-informed professional practices has been debated across many countries and societal sectors in the past decades, not least in education (Eryaman & Schneider, 2017). During these decades, a significant strand of education policy discourse promotes integrating scientific knowledge from researchers with experiential knowledge from practitioners, ultimately to improve students’ learning outcomes. Aligning with such discourse, Sweden, as the first country, in 2010 legislates that education in the public school system is to rest on science and proven experience (Rapp et al., 2017). To aid implementation for staff in schools, government agencies provide development programs and in-service training as well as support with how teaching can be improved by research-based methods and procedures. However, one form of education for adults - the folk high school in Swedish popular education - stands independent (“free and voluntary”) from such legislation and aid, yet conducts the youth recreation leader program based on this policy (deleted for anonymity).The independence raises questions about the program teachers’ policy enactment. Prior research on this school form has predominantly examined, for example, its historical development and supporting ideas whereas practice-based issues on teachers' current educational practices are under-researched (deleted for anonymity; Lövgren & Nordvall, 2017). Further, some research emphasizes an interpretation problem with the two-concept policy formulation in that different professionals define the concepts differently (e.g., Levinsson, 2013; Sahlin, 2021). More attention is thus needed for context-specific empirical research, given the uncertainty of conceptual interpretation; the folk high school’s characteristic conditions; the limited research on current educational practices; and finally, the half-century-long role as the country's sole educator of youth recreation leaders.In this paper, we direct our focus toward the previously invisible descriptions of how teachers at this specific vocational program work to enact the policy of science and proven experience. Informed by an interpretive understanding of human behavior and the social world, online semi-structured interviews with fourteen youth recreation leader education teachers were employed to analyze their descriptions. By using thematic analysis to structure the interview transcriptions (Braun & Clarke, 2021), we demonstrate how these teachers understand their work in relation to the research focus.Findings indicate that science is enacted as pedagogical content permeating the program, i.e., research-based university-level course literature and researcher-led lectures. These lectures are carried out by researchers either in person at the local folk high school or as online seminars aired on TV in the classroom. In addition, another enactment in the final academic school year assigns the students to individually conduct an academic study. The study is to be reported in an essay-like form, where parts of the preparation consist of discussions on what research is and how it can be carried out. Concerning proven experience, it is enacted by collegial pedagogical reflection between the teachers. Such reflection is carried out partly within the local team about daily teaching-related issues, partly beyond this team in more irregular conversations with colleagues at other folk high schools. One preliminary conclusion in relation to enacting science, is that it seems the teachers target pedagogical content while research-based methods and procedures are much less prioritized.These findings can contribute to knowledge of the Swedish folk high school and teachers' work. Such knowledge is central for developing the school form in general and its educational practices in particular. This research could therefore be “a seed for resilience” not only for current and future professionals in the context, but more importantly, for vulnerable young people being guided by as competent youth recreation leader graduates as possible.
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| 5. |
- Ruschkowski, Andreas, 1969-, et al.
(författare)
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The formulation of the policy of education based on a scientific foundation and proven experience at folk high schools in Sweden
- 2024
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Konferensbidrag (refereegranskat)abstract
- The idea of building professional practice on evidence has been debated internationally for decades in various societal sectors, not least in education (Eryaman & Schneider, 2017). Within education, a discourse gradually emerged about the integration of research and practice-based knowledge with the aim of, among other things, improving student learning. Aligning with such discourse, Sweden, as the first country, legislated in 2010 that education in the public school system must rest on a scientific foundation and proven experience (Rapp et al., 2017). To facilitate teachers' interpretation and implementation of this Education Act, educational authorities such as the Swedish National Agency for Education assist with operational support,i.e., with how research-based methods and routines can improve teaching. In sum, this policy is something all teachers within compulsory and upper secondary schools, as well as municipal adult education, have to adapt to. However, one form of adult education in Sweden, the folk high schools, is governed by a different legislation. The folk high schools are instead based on the ideal of "free and voluntary" popular education(Hallqvist et al., 2020; Laginder et al., 2013). This means they can develop their courses independently of the Act that governs the rest of the Swedish school system. Such freedom provides opportunities to develop courses and possibilities to organize teaching differently. At the same time, the freedom might pose challenges to teachers when interpreting the teaching mission in the folk high school, particularly concerning central pedagogical concepts (Harlin,2014). Although independent in a wider sense than the regular school system, folk high schools are still embedded in and thus influenced by general societal ideas as well as by discourses within education more broadly. For example, within specific folk high school courses, such as the youth recreation leader program preparing for work in the leisure sector with young people and children, the schools via the program’s member organization have decided that the education must build on a scientific foundation and proven experience (deleted for anonymity). Thus, these schools exert their freedom by governing themselves through policies closely aligned with key legislation that governs the regular school system. In this paper, we specifically analyze the processes through which the policy of education based on a scientific foundation and proven experience is taken up and interpreted within the youth recreation leader program. How is the policy of education based on a scientific foundation and proven experience formulated within the youth recreation leader program at folk high schools in Sweden? To carry out such an analysis we draw on curriculum theory as developed by Lindensjöand Lundgren (2014). They illustrated the movement of policy in interrelated arenas linking the national with the local: from policy formulation to policy transformation, to policy realization. This theoretical framework enables the identification of how national policies and their content are locally organized, elucidating the relations between them. To our end, the focus is strictly on the policy formulation arena which encompasses the ways policy is interpreted by different actors. The data to be analyzed consists of 33 policy documents divided into 3 types, totaling 2200 pages. They provide significant narratives from 1976 to 2017 that in various ways address the research question. The documents include the national curriculum for the youth recreation leader program; government bills and inquiries focusing on popular education or the folk high school; and finally reports by the Swedish National Board of Education alternatively the member organization Fritidsledarskolorna. The preliminary results indicate that the initial formulations of education based on a scientificfoundation are shaped in ways emphasizing Fritidsledarskolorna’s various collaborations withhigher education institutions and researchers. Later formulations instead emphasize teachers’ use of research-based literature in classroom practice which indicates a shift in meaning. The result also indicates that the initial formulation of education based on proven experience focuses on teacher collaboration and teachers’ further education. This paper contributes knowledge to the field of work and learning by identifying the specific ways that vocational education based on a scientific foundation and proven experience at folk high schools in Sweden is interpreted in policy documents. Such knowledge informs which conditions of meaning are made possible through policy, which in turn shapes some of the possibilities for how teaching and learning might be organized in professional practice.
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| 6. |
- Ruschkowski, Andreas, 1969-, et al.
(författare)
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The formulation of the policy of education based on a scientific foundation and proven experience at folk high schools in Sweden
- 2024
-
Konferensbidrag (refereegranskat)abstract
- In the past decades’ global debate on grounding professional practices in evidence, Sweden became the first country to take a stand by legislating in 2010 that education in the public school system must be based on a scientific foundation and proven experience (Rapp et al., 2017). This Education Act applies to all teachers within compulsory and upper secondary schools and municipal adult education. However, another form of Swedish adult education - the folk high schools - is instead governed by the ideal of "free and voluntary" popular education (Laginder et al., 2013). Such freedom provides different opportunities to both develop courses and organize teaching. Some folk high schools exercise their independence by self-governing through the Youth Recreation Leader (YRL) program, adopting national policies closely aligned with those of the Act (Ruschkowski, 2020). This paper addresses how the policy of education based on a scientific foundation and proven experience is taken up within the YRL program at folk high schools in Sweden. We draw on curriculum theory as developed by Lindensjö and Lundgren (2014), particularly the concepts of policy formulation, policy transformation, and policy realization, to analyze ways in which actors in the formulation arena interpret and transform this policy. The empirical data to be analyzed incorporated 63 documents within and beyond the YRL program from 1976 to 2017, spanning 4200 pages. These documents included the program’s national curriculum, government policies on the folk high school and Swedish popular education, and reports from the Swedish National Council of Adult Education. Preliminary findings suggest that early formulations of education based on a scientific foundation emphasize various collaborations with researchers in higher education. By contrast, later ones shift the focus toward teachers’ utilization of research-based literature in classrooms. Finally, the initial formulations on proven experience underscore teachers’ collaboration and professional development.
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| 7. |
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| 8. |
- Ahn, Song-ee, 1972-, et al.
(författare)
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Kunskap – synlig, standardiserad och jämförbar?
- 2009. - 1
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Ingår i: Lärande på vuxnas vis. - Lund : Studentlitteratur. - 9789144042763 - 9144042760 ; , s. 123-142
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.
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| 9. |
- Aman, Robert, 1982-
(författare)
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Impossible Interculturality? : Education and the Colonial Difference in a Multicultural World
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- An increasing number of educational policies, academic studies, and university courses today propagate ‘interculturality’ as a method for approaching ‘the Other’ and reconciling universal values and cultural specificities. Based on a thorough discussion of Europe’s colonial past and the hierarchies of knowledge that colonialism established, this dissertation interrogates the definitions of intercultural knowledge put forth by EU policy discourse, academic textbooks on interculturality, and students who have completed a university course on the subject. Taking a decolonial approach that makes its central concern the ways in which differences are formed and sustained through references to cultural identities, this study shows that interculturality, as defined in these texts, runs the risk of affirming a singular European outlook on the world, and of elevating this outlook into a universal law. Contrary to its selfproclaimed goal of learning from the Other, interculturality may in fact contribute to the repression of the Other by silencing those who are already muted. The dissertation suggests an alternative definition of interculturality, which is not framed in terms of cultural differences but in terms of colonial difference. This argument is substantiated by an analysis of the Latin American concept of interculturalidad, which derives from the struggles for public and political recognition among indigenous social movements in Bolivia, Ecuador and Peru. By bringing interculturalidad into the picture, with its roots in the particular and with strong reverberations of the historical experience of colonialism, this study explores the possibility of decentring the discourse of interculturality and its Eurocentric outlook. In this way, the dissertation argues that an emancipation from colonial legacies requires that we start seeing interculturality as inter-epistemic rather than simply inter-cultural.
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| 10. |
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