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Nordin, Andreas, DocentORCID iD iconorcid.org/0000-0002-8503-2655
Publications (10 of 79) Show all publications
Steiner-Khamsi, G., Karseth, B., Nordin, A. & Baek, C. (2020). How Much Policy Advice is Changed and Lost in Political Translation?. In: Presented at NERA 2020: . Paper presented at NERA 2020, 4-6 March 2020, Turku, Finland.
Open this publication in new window or tab >>How Much Policy Advice is Changed and Lost in Political Translation?
2020 (English)In: Presented at NERA 2020, 2020Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-92662 (URN)
Conference
NERA 2020, 4-6 March 2020, Turku, Finland
Projects
Policy Knowledge and Lesson Drawing in School Reform
Available from: 2020-03-04 Created: 2020-03-04 Last updated: 2020-03-20Bibliographically approved
Hallsén, S. & Nordin, A. (2020). Variations on Modernisation: Technological Development and Internationalisation in Local Swedish School Policy From 1950 to 2000. Scandinavian Journal of Educational Research, 64(2), 151-166
Open this publication in new window or tab >>Variations on Modernisation: Technological Development and Internationalisation in Local Swedish School Policy From 1950 to 2000
2020 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 64, no 2, p. 151-166Article in journal (Refereed) Published
Abstract [en]

Since WWII, Sweden has had an international reputation for being modernand progressive, with schooling that provides equal opportunities for allchildren. Analysing local enactment of the national pursuit ofmodernisation in two contrasting municipalities, this paper offers newperspectives on Swedish education history beyond the image ofschooling as a uniform national project. The concepts of technologicaldevelopment and internationalisation are applied to capture the ideasand visions inherent in this modernisation. The study demonstrates,through the example of the rural municipality of Tierp and themunicipality of Stockholm, the complexity of the modernisation processand the interplay between divergent interpretations of national reformsand local enactment of modernisation.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-78285 (URN)10.1080/00313831.2018.1524396 (DOI)000509308400001 ()
Funder
Swedish Research Council, 2013-2219
Available from: 2018-10-11 Created: 2018-10-11 Last updated: 2020-02-21Bibliographically approved
Nordin, A. (2019). A data-driven school crisis. In: Christina Eldestad Mølstad & Daniel Pettersson (Ed.), New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research (pp. 127-144). London: Routledge
Open this publication in new window or tab >>A data-driven school crisis
2019 (English)In: New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research / [ed] Christina Eldestad Mølstad & Daniel Pettersson, London: Routledge, 2019, p. 127-144Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Routledge, 2019
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81768 (URN)9781138612853 (ISBN)
Available from: 2019-04-09 Created: 2019-04-09 Last updated: 2019-04-10Bibliographically approved
Sundberg, D. & Nordin, A. (2019). Hybrid competences in Swedish curriculum policy making. In: Presented at CIES 2019: . Paper presented at CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019..
Open this publication in new window or tab >>Hybrid competences in Swedish curriculum policy making
2019 (English)In: Presented at CIES 2019, 2019Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82238 (URN)
Conference
CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019.
Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-05-07Bibliographically approved
Prøitz, T. & Nordin, A. (2019). Learning Outcomes in Scandinavian Education through the Lens of Elliot Eisner. Scandinavian Journal of Educational Research
Open this publication in new window or tab >>Learning Outcomes in Scandinavian Education through the Lens of Elliot Eisner
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

Discursively learning outcomes have been embedded within an education-policy context characterised by a shift from teaching to learning. In the dominant education policy discourse, learning outcomes have come to play an important role in education whose emphasis is more on product than process, which by its critics have been characterised as is criticised as scientific management. Calls have been made to reconsider alternative interpretations of learningoutcomes and a renewal of older perspectives on learning outcomes such as in Eisner's works. The article examines the concept of learning outcomes, as interpreted in education policy, and discusses it within Eisner's framing of teaching and learning. Analysing policy developments and the introduction oflearning outcomes in two Scandinavian countries, we ask what is taken for granted in the interpretation of learning outcomes. The analysis contributes to a widened narrative on what education could be about by illuminating alternative ways of interpreting and conceptualising learning outcomes in education.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81712 (URN)10.1080/00313831.2019.1595717 (DOI)000464592100001 ()
Available from: 2019-04-05 Created: 2019-04-05 Last updated: 2020-03-11
Nordin, A. (2019). On the normativity of data-driven curriculum work: a discursive and non-affirmative approach. In: : . Paper presented at Åttonde Nordiska läroplansteorikonferensen.
Open this publication in new window or tab >>On the normativity of data-driven curriculum work: a discursive and non-affirmative approach
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper raises a critical argument on the normativity of data-driven curriculum work shaping and reshaping education at all levels along an evaluative rationale. The critique evolves in two steps, the first step is deconstructive in character and draws on the work of Porter (1995) and research on data-driven curriculum work. The second step is reconstructive in character making use of the non-affirmative theory in education (Uljens & Ylimaki, 2015, 2017; Uljens, 2016, 2018) to elaborate on a more reflexive position. The critical examination shows how competitiveness, objectivity and distance operate as educational ideals within the discourse of data-driven curriculum work, narrowing the educational imagination to what can be expressed in league tables and ranking lists and promoting easy answers to complex questions of what works. These ideals are challenged by non-affirmative theory proposing a more reflexive approach to curriculum work emphasising process rather than outcome, and questions rather than answers as drivers of these processes.

National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-89985 (URN)
Conference
Åttonde Nordiska läroplansteorikonferensen
Note

Ej belagd 20191121

Available from: 2019-11-08 Created: 2019-11-08 Last updated: 2019-11-21Bibliographically approved
Nordin, A. & Wahlström, N. (2019). Reform of 2015/2018 in Sweden: A gathering for school - national strategy for knowledge and equivalence. In: NERA 2019, Education in a Global World, 6-8 March, Uppsala, Sweden: Abstract book, 2019-03-06. Paper presented at NERA 2019, 6-8 March, 2019, Uppsala Sweden (pp. 813-814).
Open this publication in new window or tab >>Reform of 2015/2018 in Sweden: A gathering for school - national strategy for knowledge and equivalence
2019 (English)In: NERA 2019, Education in a Global World, 6-8 March, Uppsala, Sweden: Abstract book, 2019-03-06, 2019, p. 813-814Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81206 (URN)
Conference
NERA 2019, 6-8 March, 2019, Uppsala Sweden
Projects
Policy Knowledge and Lesson Drawing in Nordic School Reform in an Era of International Comparison
Funder
The Research Council of Norway, 283 467
Available from: 2019-03-21 Created: 2019-03-21 Last updated: 2019-05-07Bibliographically approved
Nordin, A. & Wahlström, N. (2019). Reform of 2015/2018 in Sweden, the renewal entitled: A gathering for school – National strategy for knowledge and equivalence. In: NERA 2019 Education in a Globalized World, 6-8 March 2019, Uppsala, Sweden: Abstract Book 2019-03-06. Paper presented at Nordic Education Research Conference, Uppsala, March 6-8..
Open this publication in new window or tab >>Reform of 2015/2018 in Sweden, the renewal entitled: A gathering for school – National strategy for knowledge and equivalence
2019 (English)In: NERA 2019 Education in a Globalized World, 6-8 March 2019, Uppsala, Sweden: Abstract Book 2019-03-06, 2019Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In times of global competition there has been a growing demand for reliable evidence among national policy makers to raise educational performances. The challenge they face has to do with gathering and evaluating the relevant sources to include, often produced by different actors operating at different policy levels. In this paper we examine what official policy knowledge was selected and used as the evidence base for the latest Swedish compulsory school reform and how they were used to legitimate national reforms. The three research questions are: How do Swedish policy-makers draw on national and regional/international knowledge in formulating a Swedish education policy reform? What knowledge sources count as evidence in the 2015/2018 educational reform? What sort of reform does the Swedish 2015/2018 reform represent?

The empirical data consists of one white paper and eight green papers, together making up the official evidence base for the reform and the nine source documents of the study. Using text-based network analysis, the citations and references in the source documents have been examined in order to find the social structures of policy coalitions, and interpret the various epistemic discourse coalitions they make up. The preliminary result shows that every document draws heavily on evidence, and that although the OECD plays a special (and unusual) role in this school reform since the Swedish government themselves turned to the OECD asking for guidance in setting the goals for the national educational reform agenda, domestic policy still plays an important role at the national levels. Looking at the Swedish case

Keywords
education policy, bibliographic analysis, policy knowledge
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-87038 (URN)
Conference
Nordic Education Research Conference, Uppsala, March 6-8.
Available from: 2019-07-30 Created: 2019-07-30 Last updated: 2019-10-18Bibliographically approved
Nordin, A. & Wahlström, N. (2019). Reform of 2015/2018, the renewal entitled: A gathering for school - national strategy for knowledge and equivalence. In: Presented at CIES 2019: . Paper presented at CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019.
Open this publication in new window or tab >>Reform of 2015/2018, the renewal entitled: A gathering for school - national strategy for knowledge and equivalence
2019 (English)In: Presented at CIES 2019, 2019Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82236 (URN)
Conference
CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019
Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-05-07Bibliographically approved
Nordin, A. (2019). The idea of ‘distance’ in data-driven education: a productive critique. In: Presented at CIES 2019: . Paper presented at CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019..
Open this publication in new window or tab >>The idea of ‘distance’ in data-driven education: a productive critique
2019 (English)In: Presented at CIES 2019, 2019Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82235 (URN)
Conference
CIES 2019 (Comparative and international education society), San Francisco April 14-18, 2019.
Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-05-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8503-2655

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