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Nordin, Andreas
Publications (10 of 56) Show all publications
Nordin, A. & Prøitz, T. (2017). From individual accountability to shared responsibility: Reconceptualising learning outcomes. In: Abstract book. NERA 2017. Learning and education - material conditions and consequences. Copenhangen, Denmark, 23-25 March, 2017: . Paper presented at NERA 2017, 45th Congress of the Nordic Educational Research Association. Copenhangen, Denmark, 23-25 March, 2017 (pp. 140-140). .
Open this publication in new window or tab >>From individual accountability to shared responsibility: Reconceptualising learning outcomes
2017 (English)In: Abstract book. NERA 2017. Learning and education - material conditions and consequences. Copenhangen, Denmark, 23-25 March, 2017, 2017, p. 140-140Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Over the last decades learning outcomes has become a key concept in education policy (Aasen, 2012; Hopmann, 2008; Lawn, 2011). Discursively, it has been embedded within a wider education policy context characterised by a shift from teaching to learning emphasising individual accountability and employability (Biesta, 2005; Prøitz, 2015). In addition international assessments have come to play an increasingly important role in governing education policy and policy-makers strengthening the reductionist discourse emphasising product rather than process even further (Hopmann, 2008; Pettersson, 2008). TRightly this development has been criticised as a resurgence of Taylorism and scientific management placing too much emphasis on the measurable outcomes of learning (Au, 2011). As a response to this development Darling-Hammond et al. (2014) have asked for alternative narratives and new interpretations of what education is or could be about, a vision of a new accountability, which also calls for new and widened understandings of learning outcomes. In order to contribute to such a widened narrative the aim of this paper is to renounce the concept of reconceptualise learning outcomes as they have come to be interpreted in contemporary education policy and instead explore learning outcomes as interpreted within the framing of teaching and learning with an ambition toilluminate potential ways of reconceptualising learning outcomes in education of today. We take our theoretical point of departure in the writings of Elliot Eisner (1979, 2005). Eisner is concerned with the role of curriculum in learning and has defined a trichotomy of outcomes. Emphasising the interplay between the student, the teacher and the subject in question facilitates a more dynamic analysis of learning outcomes where not all learning can be easily identified and measured. Learning outcomes are understood as intersubjective constructions and the result of intended as well as unintended processes. As such, it is not something that is easily pre-defined, instead Eisner argues that the variable teacher, student and class group requires artful blending for the educationally valuable to result.

       The paper is structured in two parts. In the first part we sketch a general picture of the policy shift from process to product in education with empirical references to recent educational reforms in Norway and Sweden. The analysis is based on a close reading of kKey policy documents. In the second part we introduce Eisner’s theoretical contribution as a way to reconceptualise learning outcomes as they are communicated in Norwegian and Swedish key policy documents. The result shows how Eisner’s theory might facilitate a multidimensional approach to learning outcomes, exceeding the limited gaze of contemporary policy discourses focusing solely on the measurable products of learning. Eisner´s artistic approach offers a useful language for reconceptualising learning outcomes in a complex globalised society where unintended aspect increasingly determines the outcomes of people’s educational efforts.

Keyword
Learning outcomes, Norway Sweden, Elliot Eisner
National Category
Educational Sciences Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61697 (URN)
Conference
NERA 2017, 45th Congress of the Nordic Educational Research Association. Copenhangen, Denmark, 23-25 March, 2017
Available from: 2017-03-25 Created: 2017-03-25 Last updated: 2017-03-31Bibliographically approved
Román, H., Hallsén, S., Ringarp, J. & Nordin, A. (2017). School history, municipalities and geographical justice: Comparisons in time and space. In: Abstract book. NERA 2017. Learning and education - material conditions and consequences. Copenhangen, Denmark, 23-25 March, 2017: . Paper presented at NERA 2017, 45th Congress of the Nordic Educational Research Association. Copenhangen, Denmark, 23-25 March, 2017 (pp. 159-160). .
Open this publication in new window or tab >>School history, municipalities and geographical justice: Comparisons in time and space
2017 (English)In: Abstract book. NERA 2017. Learning and education - material conditions and consequences. Copenhangen, Denmark, 23-25 March, 2017, 2017, p. 159-160Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research topic/aim   The project Who governs the Swedish school? compares over-time variations in balance between municipal and national school governing in different Swedish municipalities. In times of increased globalization, the national level has been challenged as the prime unit of educational policy analysis, generating an increased interest for international policy studies. This has by time also led to stronger interests for regional-local policy making, but mainly towards contemporary conditions. Local school history research has been rare. (Roman et al. 2015). This paper contribute to curriculum theory by highlighting and theorizing local school activities and policy in a historical context, addressing the question: What is school-making in a municipal perspective? This focus helps to problematize the idea of school as a national unit.   Theoretical framework A geo-historical perspective (cf. Linné 2012) enables an exploration of local school policy as a national reform component and as an autonomous force. This is a contribution to curriculum theory studies on educational change and stability in relation to societal prerequisites, following a Scandinavian tradition (cf. Dahllöf 1967, Lundgren 1972, Englund 1986). We elaborate on geographical justice, a concept partly linked to spatial justice (Soja 2010, Clement & Kanai 2015). Geographical justice works as a vehicle for historically defining and comparing different approaches to geographical asymmetries in terms of educational resources. Our comparisons illuminate municipal similarities and differences, by focusing local policy enactments on educational problems, located and relocated in different times and spaces (cf. Nóvoa & Yariv-Mashal 2003, Popkewiz et al 2001).   Methodology/research design Our data mainly consist of municipal school policy archive documents from three case municipalities, representing three distinct municipal types. This material provides varied and detailed information on different local educational situations and initiatives, and on municipal-national relations. In addition, we use data from official and semi-official national sources.   Expected conclusions/findings National school reforms always meet asymmetric local conditions. Urban and rural areas have different sets of educational resources and policy options. Big city areas differ substantially from smaller cities. Overall, there are both inter-municipal and intra-municipal differences. In Sweden, national school policy recipes for handling this asymmetry in order to promote geographical justice have varied. In the 1960s, centralization and standardization was expected to make school less dependent on geographical circumstances and socio-economic differences. In the 1990s, decentralization and consumer choice partly implied the opposite: asymmetry was moderately endorsed by allotting more organization responsibility to individuals, schools and municipalities. Our point is that school regardless of national strategies is always carried out in a local context, exceeding the municipality as a school organizer. We also stress the importance of the municipality as a school provider (for all schools within its borders) and as a supply of educational resources. These resources include educational infrastructures (i.e. formal and informal educational institutions, inhabitants educational capital), and specific policy actions taken in response to the local infrastructure. Historical comparative analyses taking all municipal dimensions into account contribute to curriculum theory-based research on school policy ambitions in relation to school practice. Especially, in Nordic countries with their long traditions of municipal self-government.

Keyword
School history, Sweden, governing, municipality, school policy
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-61698 (URN)
Conference
NERA 2017, 45th Congress of the Nordic Educational Research Association. Copenhangen, Denmark, 23-25 March, 2017
Available from: 2017-03-25 Created: 2017-03-25 Last updated: 2017-03-31Bibliographically approved
Nordin, A., Román, H., Hallsén, S. & Ringarp, J. (2017). Skolreformer och geografisk rättvisa 1950-2010. In: : . Paper presented at Svenska Historikermötet 2017, 10-12 maj 2017, Mittuniversitetet, Campus Sundsvall. .
Open this publication in new window or tab >>Skolreformer och geografisk rättvisa 1950-2010
2017 (Swedish)Conference paper, Oral presentation only (Refereed)
National Category
History Educational Sciences Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-65503 (URN)
Conference
Svenska Historikermötet 2017, 10-12 maj 2017, Mittuniversitetet, Campus Sundsvall
Available from: 2017-06-18 Created: 2017-06-18 Last updated: 2017-07-25Bibliographically approved
Ringarp, J., Román, H., Hallsén, S. & Nordin, A. (2017). Styrning och tillit i kommunal skolpolitik 1950-2000: några noteringar från ett pågående forskningsprojekt. Stockholm: Finansdepartementet.
Open this publication in new window or tab >>Styrning och tillit i kommunal skolpolitik 1950-2000: några noteringar från ett pågående forskningsprojekt
2017 (Swedish)Report (Other academic)
Abstract [sv]

Syftet med föreliggande rapport är att bidra med några historiskt grundade reflektioner kring frågor om styrning och tillit i kommunal skolpolitik. Rapportens empiriska   underbyggnad är hämtad från projektet ”Vem har styrt skolan? Kommun, skola och    stat under 60 år av skolreformer i en föränderlig värld”. I projektet studeras hur  ovanstående frågor hanterats och konkretiserats i kommunerna Stockholm, Växjö och Tierp. De stora skolreformerna som genomfördes under 1960-­ och 1990-talen utgör projektets nationella kontexter för denna kommunala hantering och konkretisering. Betoningen i forskningsprojektet ligger främst på perioden 1950–80, vilket medför att denna period behandlas något mer utförligt även i denna rapport.   

Place, publisher, year, edition, pages
Stockholm: Finansdepartementet, 2017. p. 30
Series
Samtal om tillit i styrning: en rapportserie med bidrag till Tillitsdelegationen ; 1
Keyword
Styrning, Skolpolitik, Kommun, Tillit
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-68039 (URN)
Projects
Vem har styrt skolan? Kommunen, skolan och staten under 60 år av svenska skolreformer i en föränderlig värld
Funder
Swedish Research Council
Available from: 2017-09-20 Created: 2017-09-20 Last updated: 2017-10-02Bibliographically approved
Nordin, A. (2017). Towards a European policy discourse on compulsory education: The case of Sweden. European Educational Research Journal (online), 16(4), 474-486.
Open this publication in new window or tab >>Towards a European policy discourse on compulsory education: The case of Sweden
2017 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 16, no 4, p. 474-486Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to show how the European Union (EU) and the Swedish government have recently become co-producers of education policy that increasingly emphasises compulsory education. The paper draws on the following two kinds of empirical material: 1) an analysis of central official policy documents produced by the EU and the Swedish government; and 2) documents related to the development, communication and implementation of country-specific recommendations within the EU, using Sweden as the national policy arena. Theoretically, the paper is inspired by discursive institutionalism and uses critical discourse analysis for the systematic analysis. The result shows that beginning around the mid-2000s, both the EU and the Swedish government have demonstrated an increased interest in compulsory education as a solution to a wide range of societal and individual problems. Initially, the coordination of policy concerned with compulsory education was communicated implicitly, discursively embedded into a variety of policy areas. From 2013 onwards, however, the result shows the emergence of a new and more explicit European policy discourse on compulsory education, which is discussed as an interesting area of research still in its infancy.

Keyword
Compulsory education, European Union, governance, policymaking, country-specific recommendations
National Category
Educational Sciences Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-59028 (URN)10.1177/1474904116681574 (DOI)
Available from: 2016-12-14 Created: 2016-12-14 Last updated: 2017-11-29Bibliographically approved
Román, H., Hallsén, S., Nordin, A. & Ringarp, J. (2016). 50 years of Swedish school reform visions from a municipal perspective: Historio-geographical reform aspects as a contribution to curriculum theory. In: ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, 22-26 August, 2016.: . Paper presented at ECER 2016, European Conference on Educational Research, Dublin, 22-26 August, 2016. .
Open this publication in new window or tab >>50 years of Swedish school reform visions from a municipal perspective: Historio-geographical reform aspects as a contribution to curriculum theory
2016 (English)In: ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, 22-26 August, 2016., 2016Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-55837 (URN)
Conference
ECER 2016, European Conference on Educational Research, Dublin, 22-26 August, 2016
Projects
Who governs the Swedish school? Municipality, school and state during 60 years of Swedish school reforms in a world of change
Funder
Swedish Research Council
Available from: 2016-08-30 Created: 2016-08-30 Last updated: 2016-09-26Bibliographically approved
Wahlström, N. & Nordin, A. (2016). Exploring European Education Policy Through the Lens of Dewey's Democracy and Education. In: Public Scholarship to Educate Diverse Democracies, AERA 2016, Annual Meeting of the American Educational Research Association, Washington D.C., April 8-12, 2016: . Paper presented at AERA 2016, Annual Meeting of the American Educational Research Association, Washington D.C., April 8-12, 2016. .
Open this publication in new window or tab >>Exploring European Education Policy Through the Lens of Dewey's Democracy and Education
2016 (English)In: Public Scholarship to Educate Diverse Democracies, AERA 2016, Annual Meeting of the American Educational Research Association, Washington D.C., April 8-12, 2016, 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this article, we use the basic concepts of Dewey’s pedagogical philosophy on democracy and education as analytical tools for exploring the democratic potential of a transnational education policy within the contemporary European risk discourse. A Deweyan reading of main policy documents, starting with the 2000 Lisbon Strategy, allows for critical discussion of some of the basic assumptions and consequences of the EU-advocated transnational education policy. The data sources include 28 EU policy documents from 2000 to 2014. The analysis shows that in addition to a prevailing “human capital” discourse, there is potential for a communicative “democratic discourse” that promotes social cohesion. The democratic discourse underlines the full and free communication between different groups as the only way to promote and ensure the conditions for social cohesion. In this crisis of nearby wars, terror attacks and refugees in Europe, economy and competition are not viable concepts for seeking solutions. We argue that a shift to a language adapted to the real crisis and the fear of future crises in Europe is needed. We argue that a language that understands social efficiency, communication and a moral interest in the way Dewey outlined the concepts in Democracy and Education corresponds to the strong need to maintain and strengthen a democratic education and a democratic way of living for all.

Keyword
John Dewey, Democracy and education, European Education Policy
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-52075 (URN)
Conference
AERA 2016, Annual Meeting of the American Educational Research Association, Washington D.C., April 8-12, 2016
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2016-04-26Bibliographically approved
Nordin, A. & Wahlström, N. (2016). Exploring European Education Policy through the Lens of Dewey’s Democracy andEducation. European Journal of Pragmatism and American Philosophy, 8(1), 36-59.
Open this publication in new window or tab >>Exploring European Education Policy through the Lens of Dewey’s Democracy andEducation
2016 (English)In: European Journal of Pragmatism and American Philosophy, ISSN 2036-4091, E-ISSN 2036-4091, Vol. 8, no 1, p. 36-59Article in journal (Refereed) Published
Abstract [en]

In this article, we use the basic concepts of Dewey’s pedagogical philosophy on democracy and education as analytical tools for exploring the democratic potential of a transnational education policy within the contemporary European risk discourse. A Deweyan reading of main policy documents, starting with the 2000 Lisbon Strategy, allows for critical discussion of some of the basic assumptions and consequences of the EU-advocated transnational education policy. The data sources include 28 EU policy documents from 2000 to 2014. The analysis shows that in addition to a prevailing “human capital” discourse, there is potential for a communicative “democratic discourse” that promotes social cohesion. The democratic discourse underlines the full and free communication between different groups as the only way to promote and ensure the conditions for social cohesion. In this crisis of nearby wars, terror attacks and refugees in Europe, economy and competition are not viable concepts for seeking solutions. We argue that a shift to a language adapted to the real crisis and the fear of future crises in Europe is needed. We argue that a language that understands social efficiency, communication and a moral interest in the way Dewey outlined the concepts in Democracy and Educationcorresponds to the strong need to maintain and strengthen a democratic education and a democratic way of living for all.

Keyword
education policy, pragmatism, Democracy and Education, the Lisbon Strategy
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-55067 (URN)
Available from: 2016-07-23 Created: 2016-07-23 Last updated: 2017-11-28Bibliographically approved
Nordin, A. & Wahlström, N. (2016). Exploring the Democratic Potential in European Education Policy within today's Crisis Discourse: a Deweyan reading. In: ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, 22-26 August, 2016: . Paper presented at ECER 2016, European Conference on Educational Research, Dublin, 22-26 August, 2016. .
Open this publication in new window or tab >>Exploring the Democratic Potential in European Education Policy within today's Crisis Discourse: a Deweyan reading
2016 (English)In: ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, 22-26 August, 2016, 2016Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-55838 (URN)
Conference
ECER 2016, European Conference on Educational Research, Dublin, 22-26 August, 2016
Available from: 2016-08-30 Created: 2016-08-30 Last updated: 2016-09-27Bibliographically approved
Nordin, A. (2016). Från radioengelska till IB-program: Om internationella influenser och utbyten i kommunal skolpolitik 1950-2000. Vägval i skolans historia (2).
Open this publication in new window or tab >>Från radioengelska till IB-program: Om internationella influenser och utbyten i kommunal skolpolitik 1950-2000
2016 (Swedish)In: Vägval i skolans historia, ISSN 2002-0147, no 2Article in journal (Other academic) Published
Abstract [sv]

Syftet med denna artikel är att utifrån ett kommunalpolitiskt perspektiv diskutera hur skolan i samspel med det omgivande samhället internationaliseras under perioden 1950-2000 samt ge exempel på hur denna internationalisering kommer till uttryck i tre kommuners skolpolitik. Den vägledande frågeställningen är hur internationalisering hanterats och/eller initierats på kommunalpolitisk nivå?

Keyword
utbildning, historia, Sverige
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-53865 (URN)
Projects
Vem har styrt skolan? Kommunen, skolan och staten under 60 år av svenska skolreformer i en föränderlig värld
Funder
Swedish Research Council
Available from: 2016-06-18 Created: 2016-06-18 Last updated: 2016-06-29Bibliographically approved
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