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- Lilliedahl, Jonathan, 1980-
(författare)
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Class, capital, and school culture : Parental involvement in public schools with specialised music programmes
- 2021
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Ingår i: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 42:2, s. 245-259
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Tidskriftsartikel (refereegranskat)abstract
- This study examines parental involvement in urban public schools, focusing on how parents in organised school-centred networks support, navigate, and negotiate from their different social positions. The multiple case study of specialised music programmes provides insights into parent strategies and behaviours in intermediate practices between school-based socialisation and extracurricular activities largely run by the parents associations.The paper draws on data from in-depth focus group interviews with members of parents associations in socially, culturally, and historically different schools. Findings demonstrate that parent approaches to specialised education and their modes of involvement vary according to social class, resources, and school culture. There are class-based differences in parent strategies and the way their collective symbolic capital is used in policy negotiation. However, relationships between a parents association and the school administration are generally regulated by the social and cultural history of a particular school.
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- Lilliedahl, Jonathan, 1980-, et al.
(författare)
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Coherence within Teacher Education : Swedish Lessons
- 2020
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Ingår i: International Perspectives on Knowledge Integration. - : Brill Academic Publishers. - 9789004429482 - 9789004429475 - 9789004429499 ; , s. 291-312
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Bokkapitel (refereegranskat)abstract
- Professional teaching requires interdisciplinary competency. In consequence, teacher education programs throughout the world generally compile a comprehensive list of disciplines and knowledge practices required for professional work and teachers’ continuing education. As student teachers need to be offered opportunities to make linkages between collected disciplines, concepts and practices have to be structurally interconnected through a coherent program. Coherence is about connecting what belongs together, that is, establishing systemic relations between the constituent parts of teacher education. In this chapter, we elaborate a conceptual framework outlining how the issue of knowledge integration in teacher education programs may be understood and investigated through the lens of coherence. Our focus is on the conceptual coherence in interdisciplinary teacher education programs, as well as on the structural coherence of organizing disciplinary knowledge in and across subject studies, subject didactic areas, and educational science. The analysis is anchored in recent research studies evaluating Swedish programs for teacher education, where relationships between national guidelines, interpretations made by institutions of higher education, and the perceptions of teacher educators and student teachers have been studied in relation to the issue of coherence.
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- Lilliedahl, Jonathan, 1980-
(författare)
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Developing visibility : music education & the new right
- 2012
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Konferensbidrag (refereegranskat)abstract
- This paper explores the notion of visibility as a recontextualising principle, especially in the era of the political New Right. Drawing on the theoretical framework of Bernstein, Legitimation Code Theory and Critical Discourse Analysis, the paper aims to illuminate the relationship of visibility – invisibility as a dialectical, relative (+/-C, +/-F) and explanatory concept additional to theories of Legitimation, Specialisation and Autonomy. More specifically, it can be argued that the most significant principle of recontextualisation and legitimation – i.e. when the recontextualising processes are regulated by the New Right – is a highly classified and strongly framed visibility (+C, +F) of epistemic–social–pragmatic relations.
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- Lilliedahl, Jonathan, 1980-
(författare)
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How school finance reforms affect the local policy landscape and funding of schools : a case study of the transformation of the Swedish model, 1989–1992
- 2022
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University. - 2001-7766 .- 2001-9076. ; 9:1, s. 107-131
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Tidskriftsartikel (refereegranskat)abstract
- This article examines a specific localisation issue concerning a municipal comprehensive school in the city of Västerås, Sweden, that was brought about by two state reforms between 1989 and 1992: a) the decentralisation of the education system, and b) the introduction of school vouchers. The municipal school in question closed for the academic year 1991/1992, then re-emerged as an independent school one year later. My case study illustrates how, in historical perspective, financial reforms can affect the provision and funding of local schools in the political landscape of public–private partnerships. Documents from city archives and local newspaper accounts of the extensive debate form the basis of the analysis. A multiple streams framework is used to conceptualise the relationship between problems, policies, and politics. Policy entrepreneurs and time-specific windows of opportunities are identified as crucial to the historical understanding of how the multiple streams were coupled in the local policy landscape for the funding of schools.
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- Lilliedahl, Jonathan, 1980-
(författare)
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Is there a transnational trend of “nudging” away from the arts? : How the selection device works in the European–Swedish context
- 2023
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Ingår i: Arts education policy review. - : Taylor & Francis. - 1063-2913 .- 1940-4395. ; 124:1, s. 27-36
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the declining trend of fine arts education in secondary schools. We examine mechanisms that may explain this phenomenon on structural levels of policymaking and policy implementation in different areas of the education system. What will be defined as the “selection device” refers to the structurally determined selection of educational content at various policy levels of society. We argue that the choices politicians, principals, students, and parents make are regulated by “nudging” as an underlying principle of the selective device. By presenting students with “rational choice” alternatives, they are gently pressuring them away from selecting arts courses. This redirection is discursively conveyed by schools, but systematically governed by national and international guidelines in which the fine arts have a relatively low status. The declining legitimacy of arts subjects in secondary education can thus be seen as an outcome of policies embedded in the education system. By manipulating the features of the selection device, the transnational movement of the New Right exerts control over educational policy.
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