lnu.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Nordin, Andreas, Docent
Publications (10 of 67) Show all publications
Sundberg, D. & Nordin, A. (2018). Examining Educational Change Within and Between National Policy Spaces Using Discursive Institutionalism. In: : . Paper presented at European Educational Research Association (EERA).
Open this publication in new window or tab >>Examining Educational Change Within and Between National Policy Spaces Using Discursive Institutionalism
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-77613 (URN)
Conference
European Educational Research Association (EERA)
Available from: 2018-09-08 Created: 2018-09-08 Last updated: 2018-09-24
Nordin, A. & Sundberg, D. (2018). Exploring Curriculum Change Using Discursive Institutionalism: A Conceptual Framework. Journal of Curriculum Studies
Open this publication in new window or tab >>Exploring Curriculum Change Using Discursive Institutionalism: A Conceptual Framework
2018 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839Article in journal (Refereed) Epub ahead of print
Abstract [en]

The article aims to explore to what extent and in what ways discourseinstitutionalism can contribute to the understanding and analysis ofcurriculum change in a globalized context. By focusing specifically oncurriculum change, this article proposes how discourse institutionalismcan contribute to the so-called ‘crisis of curriculum theory’ by addressing(i) the non-linearity of change, (ii) the process of the translation of ideasand (iii) actor agency. The text is structured in three sections. In the firstsection, we elaborate on the notion of curriculum change as a vitalconcept for the field of curriculum theory in a globalized context, focusingon processes of recontextualization and the translation of curriculumcontent. In the second, we elaborate on discourse institutionalism as acontributing approach to the analysis of such processes of curriculumchange, constructing a conceptual framework. In the third and finalsection, we give some examples of how the conceptual framework canbe used in analysing curriculum change, using the 2011 Swedish curriculumreform (Lgr 11) as an empirical reference, and the result showsthat the conceptual framework offers a wide repertoire of possibleapproaches to analysing curriculum change, both vertically andhorizontally.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Curriculum theory, educational policy, change, discourse institutionalism
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-76184 (URN)10.1080/00220272.2018.1482961 (DOI)
Available from: 2018-06-19 Created: 2018-06-19 Last updated: 2018-07-20Bibliographically approved
Wahlström, N., Nordin, A. & Hallbäck, M. (2018). Externalisation as standardisation?: Examining the use of references in the Swedish school commission. In: : . Paper presented at Nordic Educational Research Association.
Open this publication in new window or tab >>Externalisation as standardisation?: Examining the use of references in the Swedish school commission
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-71721 (URN)
Conference
Nordic Educational Research Association
Available from: 2018-03-21 Created: 2018-03-21 Last updated: 2018-03-21
Sellbjer, S. & Nordin, A. (2018). I laughed aloud when I read that knowledge requirements come from middle school-Knowledge Progression in the Swedish Educational System. In: : . Paper presented at European Conferense on Educational Research.
Open this publication in new window or tab >>I laughed aloud when I read that knowledge requirements come from middle school-Knowledge Progression in the Swedish Educational System
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-77626 (URN)
Conference
European Conferense on Educational Research
Available from: 2018-09-09 Created: 2018-09-09 Last updated: 2018-09-09
Prøitz, T. & Nordin, A. (2018). Learning outcomes in Scandinavian education through the lens of Elliot Eisner. In: : . Paper presented at American Educational Research Association.
Open this publication in new window or tab >>Learning outcomes in Scandinavian education through the lens of Elliot Eisner
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Discursively learning outcomes has been embedded within a wider 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 governing by a strengthened emphasis on product more than process. This development has been criticised as scientific management that places too much emphasis on learning’s measurable outcomes. In education research calls have been made for reconsideration of alternative interpretations and widened understandings of learning outcomes. This can be regarded as a renewal of older perspectives on learning outcomes brought forward by the works of  Eisner. The aim of this study is to renounce the concept of learning outcomes as they have come to be interpreted in contemporary education policy and instead explore them within the framing of teaching and learning presented by Eisner. By an analysis of policy developments and the introduction of learing outcomes in two Scandinavian countries we ask - what is taken for granted in the interpretation of learning outcomes? Further, the analysis contribute to a widened narrative on what education is or could be about by illuminating alternative ways of interpreting and reconceptualizing learning outcomes in education

National Category
Educational Sciences Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-72894 (URN)
Conference
American Educational Research Association
Available from: 2018-04-17 Created: 2018-04-17 Last updated: 2018-04-17
Nordin, A. (2018). United in fear: Governing knowledge in a state of crisis. In: : . Paper presented at Nordic educational research association.
Open this publication in new window or tab >>United in fear: Governing knowledge in a state of crisis
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-71477 (URN)
Conference
Nordic educational research association
Available from: 2018-03-12 Created: 2018-03-12 Last updated: 2018-03-12
Nordin, A. (2018). United in fear: governing knowledge in a state of crisis. In: : . Paper presented at European Conference on Educational Research.
Open this publication in new window or tab >>United in fear: governing knowledge in a state of crisis
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-77627 (URN)
Conference
European Conference on Educational Research
Available from: 2018-09-09 Created: 2018-09-09 Last updated: 2018-09-09
Hallsén, S. & Nordin, A. (2018). Variations on Modernisation: TechnologicalDevelopment and Internationalisation in LocalSwedish School Policy From 1950 to 2000. Scandinavian Journal of Educational Research
Open this publication in new window or tab >>Variations on Modernisation: TechnologicalDevelopment and Internationalisation in LocalSwedish School Policy From 1950 to 2000
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article 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.

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-78285 (URN)10.1080/00313831.2018.1524396 (DOI)
Funder
Swedish Research Council
Available from: 2018-10-11 Created: 2018-10-11 Last updated: 2018-10-11
Román, H., Hallsén, S., Ringarp, J. & Nordin, A. (2017). Building a new school: Municipal school planning during the Swedish comprehensive school reform 1950-1970. In: : . Paper presented at ECER 2017, Copenhagen.
Open this publication in new window or tab >>Building a new school: Municipal school planning during the Swedish comprehensive school reform 1950-1970
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

In times of increased globalization, the national level has been challenged as the prime unit of education policy analysis, generating an increased interest not only for international policy, but also for regional and local policy making. This paper explores how municipal variations – in terms of educational and socio-economic resources, local initiatives and decisiveness – have affected municipal responses to national school reforms in the case of Sweden. The Swedish school system generally has relied on a complex balance between national, regional and local governing and responsibilities, but though municipalities always have been important school policy actors, municipality agency has been quite neglected in historical school policy research in Sweden (Roman et al., 2015).   

This study is part of the comparative project ‘Who has governed the Swedish school?’ which started in 2014 and will finish 2017. The overall project aim is to compare over-time variations in balance between municipal and national school governing in different Swedish municipalities. We trace local school policy events 1950 – 2010 in three distinctly diverse municipalities  (a big city, a mid-range city and a rural community). Our main research questions are: To what extent has the Swedish school been homogeneously organized and acted out? What actions have been taken to claim municipal interests, while dealing with national directives and guidelines? Which international influences are visible in the context of municipal school policy? 

This paper concentrates on the materialization of the Swedish comprehensive school reform of the 1960s, focusing the planning, construction and furnishing of school buildings and school-supporting facilities ( such as audio-visual support centers, libraries etc) as a fundamental means for enabling the comprehensive school reform ideals: to introduce a highly standardized and modern school throughout the country. Design and location of school facilities was a key education policy issue during the reform period, and appears as a good case for comparing municipal variation. The national standards associated with the introduction of the comprehensive school met with a very fragmented educational landscape, affecting pace and strength of the standardization process at the municipal level. The Swedish comprehensive school reform was strongly promoted as a main road to modernity, democracy, rationality, prosperity and internationalization.  Our contribution lies in the interest for these reform changes from a local point of view, taking both national and transnational education policy into account.

Theoretically our project draws on the curriculum theory tradition developed by Dahllöf (1967, 1971), Lundgren (1977, 1979, 1984) and Englund (1986/2005), focusing societal and political prerequisites for education and educational change. This structural approach though has generally emphasized the national level of schooling, with regards to policy formulation and to actual school activities and outcomes, while partly ignoring local variations. We stress the importance of historical studies of local school making, in order to produce sophisticated reform analyses. To support this theoretical claim, we relate to international research on decentralization, marketization and globalization (cf. Ball et al 2007; Hopmann 2008; Schriewer 2009; Lawn & Grek 2012). These theoretical strands constitutes an analytical framework where the historical comparison of local school policy relate to intertwined local, national and transnational policy arenas, which together constitute a complex socio-political context for local policy navigation(Nóvoa & Yariv-Mashal, 2003).

In this mainly descriptive study, we make use of the concepts of geographical asymmetry and geographical justice (partly linked to the concept of spatial justice, Soja 2010, Clement & Kanai 2015) within and between different local policy-arenas. These concepts cover fundamental infrastructural disparities between different types of geographical areas,  in this case specifically referring to school buildings and educational resources.

Method

We use a comparative approach in search for similarities and differences in terms of functional equivalence (Schriewer, 2011), This includes thick descriptions of how local policies relate to and handle educational problems, for instance their supply of school buildings and facilities. Education policy in three Swedish municipalities are being described and compared. Our three chosen municipalities are in many respects distinctively different. Stockholm is a major city and the national capital, Växjö is a mid-size city and a regional capital while Tierp is a rural community. This means they differ in general conditions (geography, demography, socio-economic and political conditions, level of education) and educational infrastructure (types and numbers of schools and other educational institutions) before and during the reform periods studied, yet allowing for irregular initiatives and changes enabled by local actors. In our project, two empirical descriptive themes are displayed: 1) Political actions, including national policy exchange and local administrative development; 2) Educational efforts, including communication technology investments and transnational exchange. In this paper we elaborate on these descriptive themes through the lens of school building policy. The main empirical material in our project is municipal school policy documents from our three case municipalities during the period of 1950-2010, giving empirical weight to the first half of this period. We regard this period as constitutive for how municipalities established the Swedish comprehensive school. The municipality archives include varied and detailed materials and are rich on content. This material provides substantial information on the different local educational situations and initiatives as well as municipal relations to national school policy. Archive material of this kind has not previously been used that often in similar historical studies, as municipal school policy has, as mentioned, been rather neglected. In addition to the municipal archive material, we also use data from official and semi-official sources at the national arena, such as National School Agency (and its predecessor) and Swedish Municipal Association (SKL), and media articles (newspaper and agency journal articles).

Expected Outcomes

Municipal school policy changes following the 1960s school reforms in Sweden implied increased conformity, both at the municipal and the school level. The reforms increased the amount of national regulations, limiting the municipal scope of action and leading to a more homogeneous school, as 9-year comprehensive schools and upper secondary schools were established nation-wide. But municipal school-administrative conditions and traditions kept being highly relevant for school-making, and the national standardization agenda met with more or less resistant local conditions and aspirations. We define this interplay as a matter of geographical justice, suggesting that each municipality has had its unique way of materializing political visions. The comprehensive school reform of Sweden took more than two decades to complete. Comprehensive school buildings and supporting facilities thus were constructed and furnished during quite different conditions, depending on demographic varieties and changes in building standard ideals. Cities mainly faced the challenge of combining population growth and school system exchange, which meant handling a lot of construction work and teacher recruitment while expanding its administration. Rural municipalities partly faced similar challenges but rural population decline interfered with the reform ambitions, causing inter-municipal competition and animosity about qualifying for secondary schooling. School always has varied due to geographical asymmetries leading to different municipal conditions and actions. The interplay between municipal conditions-actions and nationally run reform agendas, and the municipal consequences of that interplay, must be understood as key components in the establishment of new schools as part of school reforming. Relating historical comparisons to different policy arenas enables a more complex analysis of school governing in the tension-field between centralization and decentralization, exceeding a simplified logic of implementation. In addition, it enables historical school policy analyses which emphasize the local importance of education in its own right, as part of a local infrastructure and local traditions.

National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-67443 (URN)
Conference
ECER 2017, Copenhagen
Projects
Who has governed 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: 2017-08-26 Created: 2017-08-26 Last updated: 2018-02-28Bibliographically approved
Nordin, A. & Sundberg, D. (2017). Exploring Curriculum Change using Discursive Institutionalism: Methodological Considerations. In: : . Paper presented at ECER-conference,Copenhagen, 2017-08-25, Symposium: Comparative Research on Educational Leadership for Curriculum Change – Theoretical and Methodological Perspectives.
Open this publication in new window or tab >>Exploring Curriculum Change using Discursive Institutionalism: Methodological Considerations
2017 (English)Conference paper, Oral presentation only (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-67656 (URN)
Conference
ECER-conference,Copenhagen, 2017-08-25, Symposium: Comparative Research on Educational Leadership for Curriculum Change – Theoretical and Methodological Perspectives
Available from: 2017-09-01 Created: 2017-09-01 Last updated: 2018-02-26Bibliographically approved
Organisations

Search in DiVA

Show all publications